59th Congress. I SENATE. (Document 

1st Session. I I No. 94. 






r 

STATISTICS RELATING TO PUBLIC SCHOOLS. 



December 19, 1905. — Referred to the Committee on the District of Columbia and 

ordered to be printed. 



Mr. Gallinger presented the following 

DATA AND STATISTICS COMPILED FROM THE REPORT OF THE 
COMMITTEE ON SALARIES, TENURES, PENSIONS, ETC., MADE 
TO THE NATIONAL EDUCATIONAL ASSOCIATION AT ITS LAST 
ANNUAL 'MEETING, JULY, 1905. 

The most noteworth}^ contribution toward the material advancement 
of the teacher and the ultimate dignifying of the profession is the 
report of the committee on salaries, tenures, pensions, etc., made to 
the National Educational Association at its last annual meeting, July, 
1905; and free use of the materials therein contained has been made in 
the compilation of the following data and statistics, which are roughly 
considered under the following general divisions: 

(1) The general conditions as to pay of teachers, taxation, legislation, educational 
requirements, and tendencies are considered first, followed by specific comparisons of 
Washington with other leading cities as regards salaries of teachers and principals in 
high and elementary schools, together with basis for difference in salaries. (Table A. ) 

(2) Entrance and promotion requirements with regular annual increases in salaries 
in leading cities showing recent and thorough reorganization of salary schedules. 
(Table B.) 

(3) Rank of AVashington in list of cities with reference to such salaries. (Table D. ) 

(4) General organization of educational administration. (Table E.) 

(5) Specific consideration of salary schedules of cities with population of 100,000 
or over. (Table K.) 

(6) Funds for payment of teachers' salaries. 

(7) Pension systems, foreign and United States. (Tables F and FF. ) 

(8) Specific prerequisites in scholarship and character of examinations in 
Chicago, 111. 

(9) Comparative expenditures in municipalities for different purposes. (Tables 
G andH.) 

(10) Receipts, expenditures, sources of revenue, school tax, maximum amount for 
school purposes, etc. (Table I.) 

Extract from Chicago Board of Education Bulletin (Monday, Feb- 
ruary 2, 1903), page 18. 

PLAN FOR PROMOTION OF TEACHERS. 

[Reprinted with new schedule. Adopted July 9, 1902, and amended January 21, 1903.] 

The committee on finance herewith presents the attached communica- 
tion from the superintendent of schools and recommends the concur- 
rence of the board therein. 

The superintendent of schools respectfully reports that, in his opin 
ion, any well-grounded hope of improving the work in the schools of 



2 STATISTICS RELATING TO PUBLIC SCHOOLS. 

\ 

Chicago must be based upon an educational polic}^ which gives to 
every teacher the opportunity and the incentive for self-improvement. 
The board of education should offer opportunities to the teachers to 
advance along professional and academic line*, 'and an incentive to 
take advantage of the opportunities offered them, in the shape of 
higher remuneration for their services when they do so. 

With a permanent tenure of office, with opportunities for self- 
improvement freely provided by the board' of education, and with a 
remuneration proportioned to the use made of these opportunities, we 
may hope to see the schools of Chicago steadily improve. 

The present schedules of salaries for elementary teachers, high-school 
teachers, and principals are in need of revision. We have in these 
various schedules failed to base advancement from lower to higher 
salaries upon a,nj consistent principles. In determining the salaiy of 
an elementary school-teacher we have taken into consideration only 
length of service. In determining the salary of high-school teachers 
we undertake to consider both length of service and merit. High- 
school teachers are classed into three groups, and advancement from 
group to group is based upon an estimate of merit; advancement 
within the group, however, is based upon j^ears of service. In fixing 
the salaries of principals we take into consideration both length of 
service and size of school,' the size of the school determining the max- 
imum salary a principal may receive. Our schedules, taken as a 
whole, lack consistency. 

A schedule of salaries that takes nothing but length of service into 
consideration will not provoke interest in the work of education and a 
desire to improve the quality of the work done in the schools. A 
schedule of salaries that requires mere existence on the part of a 
teacher, but does not recognize the difference between timeserving 
and devotion to the interest of the school, is illogical and unfair. 

While there will alwa} r s be many teachers whose consciences and 
interest in doing a good piece of work keep them up to a high standard 
of efficiency, even they will feel the injustice of a system of rewards 
that pays the timeserver as much as the hard-working, conscientious 
teacher receives. We should, therefore, recognize in the schedules of 
salaries the principle of merit. In determining merit we must call 
into service not merety the estimates of principals and superintendents 
but some more uniform test that will, in a measure, estimate progress 
in professional and academic work. 



Digest of thepaper read at the National Educational Association^ at 
Asbury Park, Jul//, 1005, upon '■"Shall the State regulate teachers' 
salaries?" by Frank H. Sommer, member of the hoard of educa- 
tion, Xetrark, X. J. 

The report of the National Educational Association, 1904, says that 
in comparison of the salaries of teachers and laborers of 48 cities on a 
basis of fifty weeks, the earnings of the laborer exceed those of the 
minimum of the lowest teacher. Concerning the statutes of States 
regulating teachers' salaries, Mr. Sommer says that the boards of 
education make suggestions of increases of teachers* salaries, but the 
State furnishes the money. The boards have been alive to the neces- 
sity for increasing teachers' salaries, but the councils have not given 



15 JAN 1900 
D.otD. J 



STATISTICS RELATING TO PUBLIC SCHOOLS. 3 

the necessary money. The low salaries are due to the low tax rate. 
Teachers' salaries admit of reduction more easity than other public 
estimates. 

Up to date the following States have made statutory laws regulating 

i the system of salaries: Maryland, New Jersey, Pennsylvania, Indiana, 

- Mississippi, West Virginia, New York. Such statutory laws should 

i provide for a regular annual increase and for schedule of salaries, 

j basing the sum on the rate of taxation, on school attendance, and on 

the classification of the teaching force. There should be a revision of 

t the schedule at stated intervals in order to protect the salary schedule 

against relapse by the use of money for other purposes. The tax bills 

should state total amount of lev}', and a certain amount should be set 

aside for educational purposes. The distribution in cities and villages 

should be according to population. 

In the discussion of the paper it was developed that within the year 
Maryland, by statutory law, had increased the State tax for teachers' 
salaries from 10i mills on the dollar to 15 mills on the dollar, and the 
minimum salary throughout the State was fixed at $300. 



Digest of the report of the progress of school administration for 

the gear 1904-5, bg William George Bruce, before the National 
Educational Association at Asbarg Park, J~uly, 1905. 

The general tendency throughout the year in the reorganization of 
school boards has been, first, a reduction of the number of members 
of boards of education; second, a clearer division between the profes- 
sional and business administration; third, an increasing- demand for 
better professional qualifications and better salaries for teachers; fourth, 
the general acceptance of expert building and sanitary regulations. 

A review of what has been done along these lines by the State legis- 
latures shows this to be true. 

State of Ohio. — The supreme court wiped out every school board as 
unconstitutional. The legislature had to enact laws for framing the 
organization of new school boards. The law also provides for a maxi- 
mum school levy of 12 mills on the dollar and a board of 5 members to 
be elected at large, except in villages, where the board is appointed b}^ 
the mayor. In the cities of the first class (60,000 inhabitants) not less 
than 3 nor more than 7 are to constitute the members of the board of 
education, to be elected at large, and in cities of the second class not 
less than 2 nor more than 7. 

Philadelphia (provided for by State law, 1905). — The new law pro- 
vides for three distinctive administrative departments: (1) The superin- 
tendent of instruction; (2) the superintendent of buildings; (3) the 
superintendent of supplies. The board is cut down in numbers one- 
half, and the sectional boards are shorn of power. The members of 
the board are appointed by the judges of the court of common pleas. 
The law also provides for the setting aside of 5 mills on a dollar for 
educational purposes. 

Milwaukee. — The new law changes the board from an appointive to 
an elective one. By the old law the mayor appointed a committee, 
which in turn appointed a large number of members. The new 'law 
reduces the number from 23 to 12 and increases the powers of the 
board. The great Ca?sars of appeal by the old law were the members 



4 STATISTICS RELATING TO PUBLIC SCHOOLS. 

of the cit}^ council; the new law divorces the two powers. According 
to the new law the school board controls appointments and dismissals 
of teachers and expenditures for school administration. 
' Boston. — The new law provides for the reduction of the number of 
members of the board of education to 5. 

Wilmington, Del. — The new law reduces the number of members 
of the board of education from 24 to 13 and provides for a term of four 
years. 

Grand Rapids, Mich.— The, charter of the legislature provides that 
the number of members be 9, to be elected at large (this was opposed 
by the members of the school board, who lost their positions by the 
law). 

The new bill provides for a business manager for the handling of 
financial matters, the erection of school buildings, etc. 

The general tendency has been to decrease the number of members 
of the boards of education in the larger cities and to provide for their 
election at large instead of bv wards. 



Report of Bureau of Education for 1903, page* 2431 and 24:32, 

et seq. 

LEGAL STATUS OF SCHOOL BOAltDS IN CITIES OF THE EXITED STATES. 

The legal status of school boards in cities of 40,000 inhabitants or 
over in this country was made the subject of special inquiry by circu- 
lar letter to the superintendents of city schools. Ninety of the 92 let- 
ters of inquiry were answered, and the items of information gleaned will 
be found in the following tables. 

(1) In 48 cases out of 90 the name of the board which administers the 
public education of the city was found to be board of education (in one 
or two cases varied to board of public education). In 10 cases it is 
school board; in 11 cases, school committee; in 10 cases, board of school 
directors; in 3 cases, board of school commissioners; in 2 cases, board of 
trustees; in 2 cases, board of school inspectors; in 2 cases, board of con- 
trol; and in one cit}^ (Buffalo) no separate board exists, the city council 
administering the schools. 

(2) The greatest variet}^ is found in the number of members of these 
boards. The results of the inquiry are as follows: 

Four boards have 3 members, 8 boards have 5 members, 6 boards 
have 6 members, 12 boards have 7 members, 3 boards have 8 members, 
10 boards have 9 members, 4 boards have 10 members, 1 board has 11 
members, 6 boards have 12 members, 2 boards have 13 members, 3 
boards have 14 members, 3 boards have 15 members, 1 board has 16 
members, 1 board has 17 members, 1 board has 18 members, 1 board 
has 19 members, 4 boards have 20 members, 3 boards have 21 mem- 
bers, 1 board has 22 members, 1 board has 23 members, 3 boards have 
24 members, 1 board has 25 members, 1 board has 27 members, 3 boards 
have 30 members, 1 board has 33 members, 1 board has 36 members, 
1 board has 39 members, 1 board has 42 members, 1 board has 46 mem- 
bers, 1 board has 64 members, 1 board has 90 members. 

(8) The members of the boards are chosen by popular vote in 63 
cities, at regular elections; in one or two cases at special elections. In 



STATISTICS RELATING TO PUBLIC SCHOOLS. 5 

a few cities only the votes of property owners are admitted. In 15 
cases they are appointed by the mayor of the city; in 6 cases they are 
elected by the city council (sometimes b} r the common council alone); 
in 6 cases other ways are resorted to, such as appointment b} T courts, 
by local boards, or by the governor of the State. 

(4) The members of the boards are selected from the city at large in 
42 cases; from wards in 34 cases; from both in 6 cases, and from school 
districts in 8 cases. 

(5) The term of office of members of the boards varies between two 
and seven years. It is two } r ears in 24- cases; three years in 35 cases; 
four years in 16 cases; five years in 6 cases; six } T ears in 7 cases; seven 
years in 1 case; from one. to five years in 1 case, and in one city a part 
of the board is not elected or appointed for a specific term. 

(6) Vacancies in the board are temporarily filled by the board itself 
in 3S cases; by appointment by the mayor in 22 cases; by the city 
council or board of aldermen in 12 cases; by joint conventions of the 
board of aldermen and the school board in 9 cases. Other modes are 
resorted to in 10 cases. These show, however, that the principle is 
adhered to to let the same authority make the selection which made the 
original appointment or selection. 

(T) The principal source of revenue for public schools is in all cases 
(90) local taxation, but in 41 cases the State and county are also men- 
tioned as sources of school revenue. 

(8) The maximum rate of tax could not be ascertained in all cases; 
many of the replies state that the law does not specify a maximum, 
only providing for " reasonable expenditures." 

(9) The title to schoolhouses and property is vested in the board in 
49 cases, in the city in 41 cases. 

(10) The board is a legal corporation in 62 cases; in 28 cases it is not. 

(11) The superintendent of schools is elected in 86 cases by the board, 
of which he is usually a professional adviser, but rarely, if ever, a 
voting member. In 2 cases he is elected b}^ popular vote, and in 1 or 
2 cases he is elected b} 7 local boards (i. e., not by the central city 
board), or appointed by the governor of the State. 

(12) The superintendent's term of office varies between one and six 
years. In 27 cases it is one year; in 11 cases, two years; in 17 cases, 
three years; in 9 cases, four years; in 3 cases, five years, and in 1 case, 
six years. In 22 cases the term is not defined, or is subject to the 
pleasure of the board. 

(13) Authority to examine candidates for teachers' certificates is 
vested in the superintendent of city schools in 26 cases; in a special 
hoard of examiners In 27 cases; in a committee of the school board in 
12 cases, and in county and State examiners in 8 cases. Where the 
board is the authority, the latter is usually delegated to the superin- 
tendent and his deputies, or to specialists among the principals of 
schools. The board of examiners, if such exist, also consists of pro- 
fessional men of distinction and reputation. 

(14) Authority to appoint teachers is vested, as a rule, in the board 
of education, namely, in 77 cases. In 5 cases a committee of the board 
performs this duty, but its action is subject to the approval of the 
board. In 6 cases the superintendent appoints teachers, and in 2 cases 
local or district boards do so. 



b STATISTICS EELATING TO PUBLIC SCHOOLS. 

From lieport of Committee on Salaries, Tenures, and Pensions. 
[National Educational Association, July, 1905.1 

In high schools the average yearly salary for principals for the 16 
cities (with population of 200,000 to 1,000,000) is $2,685, the lowest 
individual salary $1,260, being paid a woman principal in New Orleans. 
In Washington the salary paid to all principals of high schools, including 
two manual training high schools, is $1,800, which is next to the lowest, 
and there is no graded advance with experience. The highest average 
salary is $3,818, the average for 11 principals in Boston. 

The average salary of high school teachers for the 16 cities is $1,230 
for both men and women; for men alone it is $1,189, and for women 
alone $1,056. The lowest average for hoth men and women is $862, paid 
in Washington; for men alone Washington is still the lowest, with $897, 
w T hile for women alone New Orleans is lowest, with $717. The high- 
est average for all high school teachers is $1,853, paid in Boston; the 
highest for men is $2,406 and for women $1,109, both in Boston. 

When both principals and teachers in high schools are considered, 
the average for the group is $1,287, and Washington and Boston are 
still respectively the lowest and highest in rank, with averages of $894 
and $1,944. 

The lowest salary paid any individual high-school teacher — the lowest 
minimum as shown in Table I— is $111, reported as the minimum paid 
male teachers in Baltimore, Buffalo coming next, with $150 reported 
as the minimum for any female teacher. The highest individual 
salary is $3,060, reported in Boston. 

Coming to elementary schools, the average salary of 1,073 prin- 
cipals in the 16 cities is $1,155, the lowest average being $821, for 
New Orleans. Washington being next, with $999. The highest average 
is for Boston, with $3,137. 

For male principals in elementary schools the average for the group 
is $1,849, for female principals $1,159. The lowest average for male 
principals is $975, reported for New Orleans, and for female principals 
$805, paid also in New Orleans. 

'• The lowest reported for any individual male principal is $700, in 
both Baltimore and Buffalo, and for any female principal $585. in 
New Orleans. 

For all elementary teachers the average for the 16 cities is $677, the 
lowest average being $179, in New Orleans, and the highest, $911, in 
Boston. For men teachers only the average is $1,151, and for women 
teachers only %6(^8. The lowest average for men alone is $167, in 
Louisville, and for women alone $179, in New Orleans. The highest 
average for men alone is $2,182, in Boston, and for Avomen alone $921. 
in San Francisco. 

Perhaps these facts as to highest and lowest salaries and the cities 
where paid may more easily be compared if presented in tabular form. 
This is done in the table following": 



STATISTICS RELATING TO PUBLIC SCHOOLS. I 

Lowest and highest individual and, average yearly salaries and cities in which paid for 16 
cities of 200,000 'to 1,000,000 population. 



Position. 


Lowest individual salary. 


Highest individual salary. 


City. 


Amount. 


City. 


Amount. 




New Orleans, La 

do 


$2, 500 

1,260 

444 
450 

j- 700 
585 

348 
315 




86, 000 
4,200 


High schools: 


do 

do 


Teachers- 


Baltimore, Md 

Buffalo, N. Y 


3.060 




do 2,040 

do 1 3,180 

Jersey City, N. J 2,400 

Boston, Mass 2, 460 


Elementary schools: 
Principals — 


fBaltimore, Md 

\Buffalo, N. Y 

New Orleans, La 

Baltimore, Md 

New. Orleans, La 


Women 

Teachers- 
Men 









Position. 


Lowest average salary. 


Highest average salary. 


City. 1 Amount. 


City. 


Amount. 


High schools: 


New Orleans, La 

Washington, D. C 

do 


81,440 
862 
894 

821 
479 
513 


Boston, Mass 

do 


83, 818 




1,853 




do 

do 

do 

do 


1,944 


Elementary schools: 


New Orleans, La 

...do 


3,137 

941 

1,020 













As to the principals and teachers in elementary schools the case is much 
more complex. In several of the large cities a principal (sometimes 
called a supervising- principal, a district principal, a group principal, 
or merely a principal) has charge of a group of schools in a district, 
and an assistant or vice-principal has charge of each building so far as 
discipline is concerned, but with no supervisory duties in regard to 
instruction. In other cities assistant superintendents may perform 
duties like the supervising principals above, and in many cities the 
principal has exactly the duties and responsibilities of the vice-princi- 
pals just referred to. In Washington, for example, principals of ele- 
mentary schools teach a class and have nothing to do with the supervi- 
sion of the instruction of other teachers. Not infrequently, and usually 
in the smaller cities, teachers in one of the higher grades serve also 
as principals, and the salaries of principals of the smaller buildings 
are less than the maximum paid teachers. The line between teachers 
and principal is not always distinct. When we undertake a compari- 
son of city with city, we find, just as in the case of high schools, that 
differences in methods of organization and supervision may require 
tw 7 ice as many principals in one city as in another with the same 
number of teachers. 



Summary of Facts Concerning Relative Salaries of Elementary 
Schools and High Schools. 

[See Table A.] 

1. Teachers of highest rank: (a) In Philadelphia and in Providence 
the salary of such high-school teacher is 140 per cent moie than the 
salary of such teacher in the elementary schools, (b) In cities other 



8 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



than Washington the salary of such high-school teacher averages 78 
per cent higher than the salaiy of such elementary-school teacher. 
(c) In Washington the salary of such high-school teacher averages 26 per 
cent higher than that of such elementary-school teacher. 

2. Teachers of lowest rank: (a) In Baltimore the salary of such 
high-school teacher is 200 per cent higher than that of such elemen- 
tary-school teacher, (b) In cities other than Washington the salary of 
such high-school teacher averages 93 per cent higher than that of such 
elementary-school teacher, (c) In "Washington such high-school teacher, 
whose preparation has involved the expenditure of much more time and 
money, and who teaches all day, receives the same salary as such elemen- 
tary teacher, who is a normal graduate with two years' training and who 
teaches one-half day. 

3. (a) Washington's minimum high-school salary is the lowest in the 
list of cities, (b) Washington's maximum high-school salary is the low- 
est in the list of cities. 



Table A. — Relation betn 



salaries in elementary {or graded) and high schools of 
Washington, D. V. 



[Some of the statistics concerning salaries submitted by the Washington Teachers' Association in 
their memorial to Congress are here presented in a somewhat different form. The complete table 
from which the facts were compiled is submitted herewith as Table A, and is found on page 2382, 
Chapter LIU, of the advance sheets of the United States Bureau of Education, entitled "Current 
Topics." Washington salaries, however, are brought up to date (March, 1905): other cities are for 
1902.1 



Cities. 



New York . . . 

Chicago 

Philadelphia 
Boston 



Baltimore 

Cleveland 

San Francisco . 
Cincinnati 

Milwaukee 

Newark 

Providence 



Average 
Washington 



Principals. 



High 
schools. 



S3, 500 
5,000 
2,000 
3,000 
2, 500 
4,000 

3,780 

2,400 

3,000 
3,500 
3, 000 
2, 600 
2, 400 
2,500 

3, 500 
2,500 



Elemen- 
tary 
schools. 



ftl, 750 
3,500 

2,500 

2,015 

2,580 
3,180 

2,000 

1,700 

2,400 
2,100 

1,700 

1,100 
2,300 

2,000 



High 
school 

per 
cent of 
elemen- 
tary. 



1,800 



"1,000 
1,200 
1,500 



200 
143 



124 
198 
146 
110 



179 1 
206 
125 
124 
141 
147 
318 |\ 
152 If 



Teachers of high 
est rank. 



High 
schools. 



2,000 

1,860 
2,100 

1,700 
2,000 
1,800 



Elemen- 
tary 
schools. 



|2, 400 
1,175 
1,250 
2,340 
1,008 

850 

1,500 
1,500 

900 

1,200 

750 



146 '• 1,200 



High j Teachers of low- j High 
school est rank. ! school 

per per 

cent of jTjo-v, | Elemen-, cent of 
elemen- ; . =. I tary elemen- 
tary. | scnools - schools. tary. 



125 
170 
240 
131 
198 

235 

124 
140 

189 
167 
240 



$1, 100 

850 

1,050 

972 

900 

1,000 

1,200 
900 

600 
900 
600 



550 

470 

552 

300 
600 



600 
400 

450 



400 
750 



■■500 



183 



223 

176 

300 

150 



200 
225 

133 



150 
80 



193 



100 



"There are 110 principals of elementary schools in Washington, D. C. Salary of principal of 8- 
room building is f 1,000. Salary of principal of 12-room building in three cases is $1,500; in the others, 
SI ,200. Each of these principals has a special assistant, whose salary is $600. Salary of principal of 
high school (containing from 22 to 49 rooms) is $1,800. In other cities principals have educational as 
well as administrative supervision. 

''Only A heads of departments receive 11,500. Teachers of highest rank and some heads of depart- 
ments receive $1,200. Heads of departments in other cities have nominal work as such in one school. 
Heads of departments in Washington supervise the work of teachers (numbering in some cases 25) 
as well as of pupils in all the high schools in the city, in addition to teaching large classes. Since 
this has no parallel in any other city, no comparison can be made except overwhelmingly in favor of 
much higher salaries in the Washington high schools. 

<■ Normal graduates: first year of teaching; one-half day school. 



STATISTICS RELATING TO PUBLIC SCHOOLS. 9 

Summary of Facts Concerning Salary Systems and Entrance and 
Promotion Requirements in Higli Schools. 

[See Table B.] 

1. Salary Systems. 

(a) In all the cities noted, with the exception of Washington, there 
is a regular annual increase in salaries. 

(b) In nearly all there are groups or classes of salaries, with regular 
annual increases in each group. 

(c) In New Jerse}^ and New York the system of increase has been 
fixed by law. In Philadelphia the whole plan of organization, system 
of salaries, and increases are provided for by statutory law. 

(d) New York provides large salaries and most liberal annual 
increases. a 

(e) Washington City provides small salaries and gives no regular 
annual increases. 

2. Entrance Requirements. 

(a) In nearly every city except Washington an examination or col- 
lege degree is required for entrance, the examination being requisite 
in those cities which have recently reorganized their systems and pro- 
vided larger salaries, as in New York, Chicago, and St. Louis. 

(b) In New York both examination and college degree are required 
for entrance. 

(c) In Washington neither examination nor college degree is required 
for entrance. 

3. Promotion requirements: 

(a) Promotions are based on merit and longevity. 

(/>) Promotions from group to group, in the majority of cities, are 
made upon the recommendation of the superintendent and approval of 
the board of education, or upon written and oral examinations. 

(c) In Chicago, Philadelphia, Boston, and St. Paul eligibility to 
principalship is determined by special examinations. 

(d) In New York there is a special examination for the highest 
group c, and in Chicago there is one each for groups b and c. 

(e) In Washington there is necessarily no rule for promotion. 



a See Table C for list of salaries vacated by high school teachers leaving Washington 
for higher salaries elsewhere. 



10 



STATISTICS REI ATING TO PUBLIC SCHOOLS. 






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13 



There are about 1,200 teachers in the Washington elementary schools. 
During- the past fifteen years 18 teachers in the elementary schools have 
left Washington to accept better pay elsewhere. 

There are about 200 teachers in the Washington high schools. 
During the past fifteen years 48 high school teachers have left Wash- 
ington to accept better pay elsewhere; 35 of these are men. Twenty- 
one have left'during the past three 3 7 ears. The average salary vacated 
was $1,083; the avarage salary received is $2,023, which is increasing, 
as annual increases are provided in the majority of cities to which these 
teachers have been called. — (Compiled to June, 1905.) 

Table C, — High-school teachers who have left Washington to accept better pay. 





Present 




Present 


One at— 


salary 


One at — 


salary 




elsewhere. 




elsewhere. 


12,500 


$5, 000 


$1, 200 


$1, 600 


1,500 


5, 000 


800 


1,800 


1,500 


4,000 


1,200 


1,960 


1,500 


2, 800 


850 


a 1,500 


1,000 


2, 290 


750 


900 


1,000 


2,290 


750 


1,200 


1,200 


1,500 


1,000 


1,500 


750 


1,410 


1,200 


& 1,500 


1, 200 


1,600 


1,200 


1,400 


850 


1,500 


950 


1,400 


900 


2,000 


775 


1,000 


1,200 


2, 500 


1,000 


' 1,600 


1,000 


2, 400 


1, 200 


3,000 


900 


2,000 


850 


1, 100 


1,600 


2,000 


850 


2, 200 


1,200 


4,000 


800 


1, 500 


900 


1, 580 


800 


( c ) 


900 


1,800 


800 


1,800 


1, 200 


1,800 


900 


(d) 


900 


2, 000 


1,200 


1,960 


1,000 


1,900 


900 


2,400 


850 
650 




800 
600 


( e ) 




1, 200 
1,200 


1,400 
1,500 






1,083 


2,023 



a And expenses. 
b And house. 

c Countv superintendent. 
Total, 48. 



d Lawyer. 

e Private schools. 



In the list of 80 cities given, the following facts are to be noted 
with reference to Table D. (Summarized from salaiy report, N. E. A., 
1905.) 

Washington, D. C, ranking fifteenth in population, has 7 high-school principals, '202 high-school 
teachers, ilO elementary school principals (exclusive of 13 supervising' principals), 1,029 elementary 
school teachers. Pays an average animal salary of $802 to high-school teachers, and an average 
annual salary of $637 to elementary-school teachers. 

Washington, D. C, ranks fourth in the number of high-school principals; fourth in the number of 
elementary-school principals; fifth in the number of high-school teachers; ninth in the number of 
elementary-schoolteachers; seventy-first in the average salary of high-school teachers; twenty-second 
in the average salary of elementary-school teachers. 

Of the 19 cities with population of 200,000 or over, Washington, D. I!., pays the lowest average 
annual high-school salary, while 7 of these cities pay an average annual salary to elenieiitary-sehool 
teachers lower than Washington, I). C. 

Of the 39 cities with population of 100,000 or over, Memphis, Teim. 
($817), and St. Joseph, Mo. ($857), are the only two paying a lower aver- 
age annual salary to high-school teachers than Washington, D. C, while 
of these same cities, 23 pay an average annual salary to elementary-school 
teachers lower than Washington, D. C. 

Of the 80 cities with population of 50,000 or over, in addition to Mem- 
phis, Tenn., and St. Joseph, Mo. (given above), Reading, Pa. ($609), Wil- 



14 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



mington, Del. ($710), Trenton, N. J. ($800), Manchester, N. H. ($841), 
Salt Lake City, Utah ($846), Elizabeth, N. J. ($845), Kansas City, Kans. 
($790), alone pay an annual average salary to high-school teachers lower 
than Washington, D. C, while of these same cities 48 pay an annual aver- 
age salary to elementary- school teachers lower than Washington, D.C. 

Table D. — Number and average yearly salaries of principals and 'teachers, and of 
principals and teachers combined in high and elementary schools in lite cities given. 

CITIES WITH POPULATION OF OVER 1,000,000. 
[Summaries of tables in salary report, N. E. A., July, 1905.] 



City. 



High schools. 



Princi- 
pals. 



Teachers. 



sal- 
ary. 



1. New York i 1684,351 

2. Chicago 15 2,960 

3. Philadelphia ' 6 3,583 



Total | 37 



3,663 



Aver- 
No age 
iN0 - sal- 
ary. 



Principals 

and 
teachers. 



No. 



643 fl, 749 659 
341 \ 1,446! 356 
227 l,49l! 233 



1,211 1,615] 1,248 



age 
sal- 



Si, 812 
1, 510 
1,545 



1,676 



ElementarV schools. 



Principals. 



No. 



Aver- 
age 
sal- 
ary. 



118 §2, 777 11, 247 
226 2,284 4,790 
258 l,479j 3,247 



Teachers. 



902 2,28219,284 



sal- 
ary. 



$996 
823 
717 



906 



Principals 
and 

teachers. 



No. 



11, 665 

5,016 

• 3, 505 



age 
aal- 



$1,060 
889- 
773 



20, 186 967 



200,000 TO 1,000,000. 



4. St. Louis, Mo 

5. Boston, Mass 

6. Baltimore, Md 

7. Cleveland, Ohio .. . 

8. Buffalo, N. Y 

9. San Francisco, Cal 

10. Pittsburg, Pa 

11. Cincinnati, Ohio . . 

12. Milwaukee, Wis . . . 

13. Detroit, Mich 

14. New Orleans, La . . 

15. Washington, D. C. 

16. Newark, N.J 

17. Jersey City, N.J... 

18. Louisville, Ky 

19. Minneapolis, Minn 

Total 



3!$3,135 


106 


$1,296 


109 


$1,347 


85 


11 3,818 


223 


1,853 


234 


1,944 


58 


5! 2,400 


98 


1,109 


103 


1,172 


104 


5 3,100 


142 


1,341 


147 


1,401 


71 


3 2,500 


94 


914 


97 


963 


62 


5 


2,832 


76 


1,513 


81 


1,594 


53 


1 


3,000 


64 


1, 230 


65 


1,257 


108 


3 


2, 533 


64 


1,369 


67 


1,421 


49 


4 


2,000 


61 


1,089 


65 


1, 157 


51 


3 


2,333 


105 


1,082 


108 


1,117 


70 





1,440 


36 


876 


39 


920 


65 


7 


1,800 


202 


862 


209 


89i 


110 


1 


3, 500 


46 


1,493 


47 


1,536 


42 


1 


2,900 


19 


1,284 


20 


1,365 


44 


4 


2,325 


73 


1,076 


77 


1,141 


45 


4 


2,400 


138 


933 


142 


975 


56 


63 


2,685 


1,547 


1,230 


1,610 


1, 287 


1,073 



$1,839 

3,137 
1, 084 
1, 334 
l,526i 
1,827! 
1, 2961 
1,714 
1, 506 
1, 253! 
821 
999, 
1,896| 
1,754 
1,151 
1, 150 



1 , 455 



1,262 

1,553 

1,353 

1,100 

1,101 

774 

S72 

804 

717 

732 

597 

919 

754 

549 

495 

762 



$654 
941 
528 
685 
606 
92t 
607 
726 
632 
636 
479 
637 
711 
650 
504 
699 



67; 



1.347! 

l,61ll 

l,457j 

1,171 

1. 163 

827 

980 

853 

768 

802 

662 

1.029 

796 

593 

540 

518 



$806 
1,020 
567 
725 
655 
9*4 
683 
782 
690 
690 
513 
676 
773 
732 
558 
730 



15.417 



100,000 TO 200,000. 



20. Indianapolis, Ind . 

21. Providence, R. I... 

22. Kansas Citv, Mo. . . 

23. St. Paul, Minn 

24. Rochester, N. Y... 

25. Toledo, Ohio 

26. Denver, Colo 

27. Allegheny, Pa 

28. Columbus, Ohio . . 

29. Worcester, Mass.. 

30. Los Angeles, Cal .. 

31. New Haven. Cum 

32. Syracuse, N. Y .... 

33. Fall River. Mass . 

34. Memphis, Terra . . 

35. Omaha, Nebr 

36. I'iiterson. K. .1 

37. St. Joseph, Mo 

38. Scranton, Pa 

39. Lowell, Mass 

Total 



P2, 550' 
2, 500: 
2, 438 
2, 250 
2,600 
1,750 
2. 925 
2,000 
1,829 
3, 000 
2,600 
3, 200 
2, 750 
3, 000 
L,500 

2, 100 
2, 300 
1,495 
2,500 

3, 000 



78 
80 

110 
79 
69 
39 

100 
22 
70 
70 
53 
55 
56 
21 
13 
51 
23 
28 
26 
30 



42 2, lis 1,073 1,011 



$1,027 
1,253 

970 

976 

866 
1,050 
1,218 
1, 080 
1, 120 
1,051 
1 222 
'9115 

936 
1 , 090 

S17 
1,014 
1,0111 

857 
1,185 

915 



80 
84 

114 
83 
70 
41 

104 
23 
74 
73 
55 
56 
58 
22 
II 
52 
21 
30 



1. LIS 



$1,065 
1,313 
1,021 
1.037 

891 
1,084 : 
1 . 284 
1,120 
1,158 
1,131 
1 , 272 

956 

99s 
1,177 

866 
1,040 
1,058 

900 

1 , 233 
982 



$979 

919 

1,307 

1,121 

1,187 

964 

1,386 

L.862 

1,116 

l.on;, 

1,294 

721 

1,215 

800 

1,060 

1,119 

1,563 

795 

878 

935 



517 
406 
186 
446 
144 
362 
532 
328 
390 
427 
497 
346 
394 
317 
12S 
283 
305 
192 
306 
215 



593 
592 
644 

540 

589 
7i »2 
745 
546 
575 
61)7 
536 
579 
493 
534 
632 
580 
177 
555 
595 



l.O'.Ki 749 1,087 7.321 603 8,070 



553 

ISO 

534 
188 
475 
396 
578 
349 

-! 23 

160 
556 
375 

127 
364 
139 
31' 
324 
22 ; 
342 
257 



$608 
649 
657 
685 
591 
621 
812 
SI 2 
590 
606 
761* 
551 
62S 
533 
.-,75 
684 
637 
522 
580 
651 



648 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



15 



Table D. — Number and average yearly salaries of principals and teachers, and 
principals and teachers combined in high and elementary schools, etc. — Continued. 

50,000 TO 100,000. 



of 



City. 



High schools. 



Princi- 
pals. 



No. 



sal- 
ary. 



Teachers. 



No. 



Aver- 
age 
sal- 
ary. 



Principals 

and 
teachers. 



No. 



Aver- 
age 
sal- 
ary. 



Elementary schools. 



Principals. 



No. 



age 
sal- 
ary. 



Teachers. 



No. 



Aver- 
age 
sal- 
ary. 



Principals 
and 

teachers. 



A ver- 



sal- 
ary. 



Portland, Oreg 

Cambridge, Mass 

Atlanta, Ga 

Albany, N. Y 

Pavton, Ohio 

Seattle, Wash 

Grand Rapids, Mich 

Richmond, Va 

Reading, Pa 

Nashville, Tenn 

Wilmington, Del 

Camden, N.J 

Bridgeport, Conn 

Trenton, N.J 

Troy, N..Y 

Lynn, Mass 

Oakland, Cal 

New Bedford, Mass. . . 

Somerville, Mass 

Lawrence, Mass 

Springfield, Mass 

Savannah, Ga 

Hoboken, N.J 

Peoria, 111 

Evansville, Ind 

Manchester, N. H 

rtica, N. Y 

San Antonio, Tex 

Duluth, Minn 

Salt Lake City, Utah 

Waterbury, Conn 

Elizabeth, N. J 

Erie, Pa 

Wilkes-Barre, Pa 

Kansas City, Kans . . 

Norfolk, Va 

Harrisburg, Va 

Yonkers, N. Y 



#2, 000 
3,000 
1,875 
3,000 
2, 000 
1, 850 
2, 300 
1, 650 
1,600 
1,725 
1,550 
1,400 
2, 500 
2,300 
2, 500 
2, 500 
2, 505 
3,000 
3, 000 
2,800 
2, 850 
2, 000 
2,000 
2, 500 
1,800 
2, 200 
2, 500 
1,800 
:;, ooo 
2, 000 
2, 300 
2, 700 
2, 100 
1,900 
1,500 
2, 000 
2, 000 
2,900 



1,030 

1,038 

1,050 

1,093 

1,027 

913 

609 

1,044 

1,022 

710 



800 

983 

1,056 

1,269 

1,220 

1, 126 

872 

1,084 

1,388 

990 

977 



841 
900 

1,092 
919 
846 
867 
845 
990 
925 
790 
883 
963 

1,116 



$1,030 

1,124 

1,114 

1,115 

1,119 

1,043 

979 

668 

1,100 

1,100 

786 

916 

971 

883 

1,063 

1,144 

1,331 

1,331 

1,217 

952 

1,162 

1,456 

1,102 

1,043 



pi, 252 
1, 230 
1,009 
1, 605 
1,425 
1,348 
866 
1,336 



921 

976 
1,142 



231 L010 



Total 51 2,248 



876 



981 



30 


923 


■19 


942 


17 


954 


19 


1,048 


17 


982 


23 


821 


10 


995 


17 


1, 024 


23 


1,193 


927 


1, 051 



1,140 
614 
914 

987 

913 

727 

843 

1,717 

981 

1,383 

885 

1,204 

1,600 

1,800 

1, 576 

953 

1,056 

817 

1,037 

1,030 

1,253 

933 

1, 556 

745 

974 

835 

1,133 

702 

1,203 



304 
267 
217 
224 
319 
297 
288 
224 
317 
201 
222 
270 
204 
199 
135 
174 
210 
174 
221^ 
188 
243 
115 
183 
245 
185 
108 
170 
136 
222 
277 
162 
116 
180 
146 
154 
88 
138 
171 



680 
517 
586 
547 
755 
608 
439 
483 
539 
432 
526 
548 
507 
495 
586 
sot; 
611 
647 
501 
596 
523 
639 
537 
546 
522 
499 
•'.70 
594 
562 
551 
559 
431 
504 
186 
477 
459 
704 



331 
301 
239 

246 
341 
§21 
322 
240 
317 
211 
247 
303 
225 
223 
172 
212 
228 
200 
245 
211 
208 
127 
192 
262 
200 
12-4 
188 
161 
237 
299 
176 
125 
197 
164 
175 
100 
171 
187 



$731 
742 
562 
677 
604 
862 
635 
498 
483 
568 
450 
568 
589 
550 
545 
632 
933 
659 
716 
543 
653 
624 
693 
604 
577 
591 
530 
650 
621 
613 
582 
631 
458 
556 
528 
555 
506 
747 



793 1,075' 7,695 



572 8,488 



619 



Table E gives list of the leading 24 cities from which information 
was obtainable as follows: 

1. "Whether the assistant superintendents have departmental supervision or not. 

2. Whether there are supervising principals with sectional supervision or not. 

3. Whether there are departmental supervisors or not. 

4. Whether principals have educational as well as executive control, and whether 
directly responsible to the superintendent of schools. 

5. Whether salary of principal is dependent upon number of classes or rooms. 

6. Whether there are prerequisites for candidates for teacherships or not. 

7. Whether there are written examinations in special and professional subjects for 
principals and teachers. 

8. Whether there is a probationary period for teachers. 

9. Whether there is an examination for promotion of teachers. 

10. Whether there is a special board of examiners. 

11. Whether there are ungraded, truant, or detention schools. 

For additional information as to 6 and 7 see Table B. With reference to ungraded, 
parental, truant, detention, or like schools, it is to be noted that nearly all of the 
cities given in Table E have such schools. Philadelphia, Pa., and St. Louis, Mo., 
two of the cities most recently reorganizing their school systems, established such 
schools during the present year 1905. 



16 



STATISTICS RELATING TO PUBLIC SCHOOLS. 
Table E. 



Assistant! Supervis- 



Cities 



superin- 
tendent 
with de- 
partmen 
tal super- 
vision 



New York, N. Y 

Chicago, 111 

Philadelphia, Pa ... . 

St. Louis, Mo 

Boston, Mass. r 

Cleveland, Ohio 

San Francisco, Cal. . . 

Cincinnati, Ohio 

Milwaukee, Wis 

Washington, D. C 

Newark, N.J. r 

Minneapolis, Minn . . 

Providence, R.I 

St. Paul, Minn 

New Haven, Conn . . . 

Paterson,N. J. r 

Omaha, Nebr 

Los Angeles, Cal 

Lowell, Mass. r 

Cambridge, Mass 

Grand Rapids, Mich . 

Dayton, Ohio 

New Bedford Mass. r 
Somerville, Mass. »'. . . 



ins prin- 
cipals 
with sec- 
tional su- 
pervis- 
ion. 



Depart- 
mental 
supervis- 
ors (pri- 
mary, 
gram- 
mar, etc.) 



Yes« 

Yes& 

Yesa 

No c 

No (1 

Yese 

Yes 

Yes A... 

Yes 

Noc... 
Yes/ ... 
Yesf ... 

Yes 

No<« .... 

Nod.... 

(?) 

v (?) 
Yes 

No 

No 

No 

No^.... 
No 



No.. 
No.. 
No h 
No.. 
No.. 
No.. 
No. 
No. 
No. 
Yes 
No. 
No. 
No. 
No. 
Yes. 
No. 
No.. 
No. 
No. 
No.. 
No. 
No.. 
No.. 
No.. 



Yes.... 

No 

Yes 

Yes.... 

Y r es 

Yese... 

No 

No 

(?) 
Yese... 
Yes a . . 

Yes 

Yes 

Yes 

Yes 

(?) 

(?) 
Yes.... 

No 

Yes// . 

No 

No 

No 

No 



Princi- 
pals with 
educa- 
tional as 
well as 
execu- 
tive 
control. 



Yes 
Yes 
Yes 
Yes 
Yes 
Yes 
No. 
Yes 
Yes 
No. 
Yes 
Yes 

Yes 
Yes 
No. 
Yes 
Yes 
Yes 
No. 
Yes 
Yes 
Yes 
Yes 
No. 



Princi- 
pals di- 
rectly re 
sponsible 
to super 
intend- 
ent. 



Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
Yes. 
No.. 
Yes . 
Yes. 



Salaries 
of princi- 
pals de- 
pendent 

upon 
number 
of qlasses 
in build 

ings. 



Yes . . 

Yesi. 
Y'esfc 
Yes . . 

(?) 
Yes fc 
Yes . . 
Yes.. 
Yes.. 
No... 
Yes . . 
Yes . . 
Yes I Yesfc 



Yes. 
No.. 
Yes. 
Yes. 
Yes. 
Yes. 
Y'es. 
Yes. 
Y'es. 
Y'es. 
No.. 



Yes.. 
Y'es . . 

(?) 
Y r es . . 
Yes.. 

(?) 

(?) 
Y'es.. 

(?) 

Yes!'. 



Prerequi- 
site re- 
quire- 
ments for 

candi- 
dates for 
teacher- 
ships. 



Yes. 
Yes. 
Y'es. 
No. 
Yes. 
No. 

(?) 
Yes. 
Yes. 
No. 
Y'es. 
Y'es. m 
Yes. I 
Y'es. 
Y'es. 
Y'es. 
Y'es.p 
Y'es. 
Y'es. i 
Yes. n 
Y'es. 
Y'es. o 
Yes. I 
Y'es. 



a There are associate superintendents who, under the direction of the superintendent, supervise 
departmentally but not sectionally. There are district superintendents who supervise sectionallv. 

t> Supervisors of special branches of instruction. 

cThe assistant superintendents are assigned to districts and are assisted bv departmental 
supervisors. 

d There are supervisors with departmental supervision directly responsible to the superintendent. 

e In addition to the assistant superintendents there are departmental supervisors. 

/ These supervise departmentally. 

//Kindergarten included in primary. 

Expert departmental supervisors in subjects as well as of primary and intermediate grades: places 
filled by competitive examination. 

h The supervising principals in Philadelphia are group principals. 

i No high school class organized with less than 15 pupils in schools of 500 or less, nor with lcs^ than 
20 pupils in schools of more than 500. After organization if a class falls beneath 10 in number it is 
discontinued and its members sent to the nearest school. 

fc Also according to character of school, primary, grammer, etc. 

1 Degree from college of standing. 

m College degree and examination in subject, and 2 years' successful experience. 
" College degree or equivalent preparation. 

o College degree or State normal school certificate and 2 years' successful experience or examina- 
tion and 5 years' successful experience. 
p College certificate or examination in group containing subject taught. 
'•State law. 



STATISTICS KELATING TO PUBLIC SCHOOLS. 

Table E — Continued. 



17 



Cities. 



New York, N. Y (?) 

Chicago, 111 Yes.. 

Philadelphia, Pa No. . . 

St. Louis. Mo No. . . 

Boston, Mass » No. . . 

Cleveland, Ohio No. . . 

San Francisco, Cal No. . . 

Cincinnati, Ohio No. . . 

Milwaukee, Wis No... 

Washington, D. C No... 

Newark, N. J » No. . . 

Minneapolis, Minn No. . . 

Providence, R. I No... 

St. Paul, Minn No. . . 

New Haven, Conn No.. 

Paterson, N. J. » I No... 

Omaha, Nebr No.. 

Los Angeles, Cal i No 



Written entrance examinations in 
special and professional subjects 
for— 



a ~ 



Lowell, Ma°s. n 

Cambridge, Mass 

Grand Rapids, Mich . . 

Dayton, Ohio 

New Bedford, Mass. " 
Somerville, Mass. "... 



No.. 
No.. 
No.. 
No.. 
No.. 
No.. 



(?) 
Yes.. 
No « . 
No". 
No... 
No... 
No... 
Yes . . 
No... 
No... 
Yesd. 
No... 
No... 
Yes . . 
No... 
No... 
Yesd. 

(?) 
Yes . . 
No... 
Yes.. 
No... 
No... 
No... 



Yes . . 
Yes . . 
Yes 6 
Yesf'. 
Yes e . 
No... 
Yes/. 
Yes . . 
No... 
No... 
Yesd, 
Yes.. 
Noc . 
Yes.. 
Yes . . 
No... 
Yes^. 
Yesd. 
Yes.. 
Yes . . 
Yes.. 
No... 
Yes.. 
Yes.. 



a 



® 



(?) 

Yes . . 
Yes . . 
Yes . . 
No... 
No... 
No... 
Yes . . 
Yes . . 
No... 
Yesd. 
No... 
No... 
Yes . . 
No... 
No... 
Yes . . 

(?) 
Yes . . 
No... 
Yes . . 
No... 
No... 
No... 



Yes .-. 
Yes . . 
Yes . . 
Yes.. 
Yes.. 
No... 
Yes/. 
Yes . . 
Yes.. 
Yes.. 
Yesd. 
Yes.. 
No... 
Yes.. 
Yes.. 
Yes... 
Yes.. 
Yes.. 
Yes.. 
Yes.. 
Yes.. 
Yes.. 
Yes.. 
Yes.. 



Ph 



3 yrs. 
3 yrs . 

(?) 
Yes., 
lyr.. 
No... 

(?) 

(?) 
No... 
No... 
2 yrs. 
5 yrs . 

2 yrs . 
1 yr.. 
lyr.. 
1 yr.. 
5 yrs. 
5 yrs . 

3 yrs . 
Yes.. 
1 yr. . 
No... 
3 yrs . 
Yes . . 



H 



Yes . . 
Yes.. 
No . . . 
No«.. 
No... 
No... 

(?) 
Yes.. 

(?) 
No... 

(?) 
No... 
No... 
No... 
No... 
No... 
No... 
No... 
No... 
No... 
Yes . . 
No... 
No... 
No... 



02 



Yes.. 
No... 
No... 
No... 
Yes ft. 
No... 
Yes . . 
Yes.. 
No... 
No... 
Yes.. 
No... 
No... 
No - . - 
No... 
Yes « 
Yes.. 
No... 
Yes.. 
No... 
No... 
Yes n 
No... 
No... 



Yes. ig 
Yes. 

Yes. i 

Yes. m 

Yes.« 

Yes. 

Yes. 

No. 

No. 

Yes. n 

Yes. 

Yes. k 

No. 

Yes. 
(?) 
. No. 
. Yes. n 
. Yes. n 
. Yes. " 
. Yes. 
. No. 
. Yes." 
. Yes. i 



« Recommendation of superintendent. 

b Competitive examination; sometimes college certificate; sometimes not. 
<-• Degree from college of standing. 

d College degree or certificate in professional training as substitute (for high school teachers), 
e College degree and pedagogical training and competitive examination. 
/ Certificate and competitive examination. 

a College degree and examination in subject, and 2 years' successful experience. 
h Board of examiners made up of departmental supervisors. 
i Parental. 
fc Ungraded. 
'Truant (law, 1905). 
m Law, 1905. 
" State law. 



[From Report on Salaries, etc., made to J\ T . E. A., July, 1905.] 

FUNDS FOR PAYMENT OF TEACHERS' SALARIES. 

Publicists, speaking- of the common school, reiterate the demand that 
its education shall be high class and that it shall be steady. This 
depends upon high-class teachers remaining for long periods in posi- 
tions' where the circumstances encourage high-class work. This calls 
for salaries sufficiently high to attract, retain, and encourage good 
teachers to do good work. In municipalities where such circumstances 
have been realized, the progress has been: First, the increase of the 
wages of certain teachers by special resolution; second, the adoption 
of regular schedules of salaries for all teachers; third, the pro- 
vision for a fixed regular increase of salary for merit and for addi- 
tional length of service for the principal classes of teachers. The 
point has now been reached where the attention of school authorities 
is directed to the necessity of protecting such schedules of salaries 

S. Doc. 94, 59-1 2 



18 STATISTICS RELATING TO PUBLIC SCHOOLS. 

against relapse owing- to other public demands, which may seem to 
those who, at the moment, may have the disposition of the community 
funds, to be of more pressing necessity than the payment of good 
remuneration to teachers. In most localities the funds for the pay- 
ment of teachers' salaries are not distinct from the general educational 
appropriation, to be used for buildings, sites, coal, apparatus, and 
books. Ambitious schemes to erect fine buildings may result in poorer 
education, because there is not mone} 7 enough left to employ good 
teachers, or to enable good teachers to do proper work. 

Your committee's investigations show this phase of the problem of 
teachers' salaries in the cities of the country at large to be without 
general plan as to procedure or policy. From the replies received to 
the committee's inquiries the following methods of dealing with the 
appropriations for the payment of teachers' salaries were found to be 
in use in various parts of the country: 

1. Teachers' salaries paid from a special appropriation for this purpose, which may 
not be used for any other purpose. New York, N. Y., Philadelphia, Pa., St. Louis, 
Mo., Baltimore, Md., Cleveland, Ohio, and San Francisco, Cal., are examples of 
cities where this plan is in operation. 

2. Teachers' salaries paid from the general educational appropriation. New 
Orleans, La., Minneapolis, Minn., and Providence, R. I., are 'examples of cities 
where salaries are paid out of a general appropriation. The superintendent of schools 
in one Massachusetts city said, in regard to this matter: "Some — or rather many — 
towns have a certain amount appropriated for teachers' salaries, certain amount for 
text-books, certain amount for transportation, etc. It is ever so much better to have 
a general appropriation for school purposes." But in Massachusetts it is stated that 
the "Massachusetts statute provides that 'the school committee shall contract with 
teachers.' The supreme court of the State has ruled that this gives the school com- 
mittee absolute control, and that the city council can not limit the school committee 
in the item of expenditures for salaries, but can limit expenditures for all other 
items." 

3. Teachers' salaries paid from State and local tax or special levy. In a number of 
States the law requires that the money given by the State in aid of local education can 
be used only for teachers' salaries. Several States also apply a similar restriction to a 
county contribution, and in some a specified local levy is also protected in like manner. 
But such restrictions do not, as a rule, affect the salaries of teachers in city schools, as 
the amount from all of the sources mentioned would still be less than "the amount 
expended for salaries. Thus, in New Jersey it is stated that "all of the State money, 
viz, $200 per teacher, must be spent for teachers' salaries or fuel." But it is evident 
that $200 will not pay the salary of any teacher in any city school in the State. In 
New York City it is required by State law that not less than a levy of a specified 
rate shall be used for teachers' salaries. This will be explained more in detail. 

THE TEACHERS' SALARY FUND IN NEW YORK CITY. 

Inasmuch as the educational system of New York City has expe- 
rienced several important changes in the administration of its payments 
of teachers' salaries, typical of the progress of the movement begun 
in other cities, a sketch of the evolution of its salary usage is submitted. 

For many years prior to 1899 the amount of money to be devoted 
lo the payment of the salaries of teachers of the schools of New York 
City was decided by the municipal hoard of estimate and apportion- 
ment, acting upon requests made for the annual city budget by the 
board of education. In L887 the board of education claimed that 
the allowance granted by the hoard of estimate was $200,000 short of 
the actual necessities of the school system. An appeal was made to the 
legislature of the State. The legislature passed u hill requiring the 



STATISTICS RELATING TO PUBLIC SCHOOLS. 19 

board of estimate to reopen the budget and allot the extra $200,000 
desired. In securing this legislation the board of education made 
prominent the argument that the maintenance of the schools is pri- 
marily the function of the entire State; that the Commonwealth dele- 
gates to municipalities the details of collecting money for the mainte- 
nance of education, and that if remissness by ai^ municipality be 
shown it is the State's duty to interfere and to enforce the perform- 
ance of the obligation. This claim was, as will be shown, more effect- 
ively pressed in later legislative action affecting the payment of New 
York teachers. 

From 1887 to 1899 the old method of determining the amount of the 
salary fund continued, but with increasing dissatisfaction as to the 
amount of allotment made by the board of estimate. The board of 
education was willing to make salary schedules with intent to keep 
pace with increased cost of living, but it w T as unable to put such sched- 
ules into operation because of its failure to secure sufficient funds from 
the financial officers of the city. In some cases new schedules were 
put into effect, but the periodic increase for length of service could 
not be paid. In 1898 a movement of teachers and principals received 
the support of Senator John F. Ahearn, who introduced at Albany the 
bill which bears his name and which provides that the board of esti- 
mate and apportionment must provide and the board of education must 
pay not less than certain specified sums to teachers of specified grades. 
When a teacher, judged by proper authorities to be fit and meritori- 
ous, reaches the end of a specified period of service, such a teacher 
must not be paid less than a specified sum per year in addition to the 
yearly salary required. This law, the basis of the present New York 
Cit} T salary usage, makes the demand of the State upon the city for 
educational expenditure continuous. It also fixes the principle that 
the education furnished by the public schools must not be given by 
teachers who are below a specified grade of cheapness, as to their 
salaries. 

Some matters of dispute between the board of education and the 
board of estimate arising as to the interpretation of the Ahearn law, 
various measures were brought up in the legislature to afford relief to 
teachers whose pay was in question. At this time Dr. William H. 
Maxwell, envy superintendent of schools, proposed the now well-known 
4-mill provision. Doctor Maxwell's argument was that the amount of 
mone}^ to be expended each year for paying the teaching force should 
be determinable beforehand to a certainty in order that the organiza- 
tion of the schools, assignment of teachers, etc., could be done delib- 
erately, with foresight, and without waste. He cited the well-known 
usage of endowment, so general in the case of large universities and 
private schools, and argued that the advantages arising to these insti- 
tutions from having a reliable income each year should be paralleled 
in the public schools. He cited the University of Michigan as an 
example of the successful working of the plan of setting aside each 
year a specified per cent of money raised by taxation, and proposed 
that the pay of the teachers of New York be as steady and as assured 
as that of* the salaries of professors occupying endowed chairs in uni- 
versities. Mr. Henry R. M. Cook, auditor of the board of education, 
compiled tables showing that the allotment of a sum amounting to i 



20 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



mills on every dollar of valuation of the taxable property of New 
York, as it was then assessed, would enable the board of education to 
pay, without waste, the salaries of teachers as fixed by the schedule of 
the Ahearn law. 

Such a measure was therefore introduced into the legislature, passed 
by it, and signed by Governor Roosevelt. This amendment to the 
Ahearn law went into effect May 3, 1901. Mayor Low's administration 
changed the usage of assessments so as to estimate taxable property at 
its full value. A proposition was then made to reduce the proportion 
of allotment for teachers' salaries from 4 mills-to 3 mills. The board 
of education favored this reduction and the legislature fixed it by stat- 
ute. This allotment is now found by the board of education inadequate 
to pa}^ the salaries of all the teachers deemed b}>- it necessaiw to instruct 
the school population. To provide for instruction keeping pace with 
the growth of the city, various members of the board of education 
estimated an additional salary fund of from 1600,000 to $900,000 a year 
necessary. The board of education of New York is, at the time of 
writing this report, considering various expedients, as the consolida- 
tion of schools, transportation of children, reduction of the school day, 
shortening the term of evening schools, avoidance of the employment 
of men teachers, appointment of substitute teachers for long periods, 
etc., so as to keep within the limits of the salary fund allotted b\ T the 
present law. Meantime the legislature is being petitioned to make 
the per centum allowance for the teachers' salary fund an allotment of 
3i mills on every dollar of taxable propeilyy in the city. 

Mr. Henry R. M. Cook, auditor of the New York Board of Educa- 
tion, has called attention to the fact that, while the present method of 
determining the amount of appropriations for teachers' salaries is much 
better than any earlier usage, it is not founded upon the proper vari- 
able. Under the present plan the increase of the salary fund is con- 
ditioned by the increase of the total value of taxable property in the 
city. The variation of the assessments has, however, only a remote 
connection with the variation in school population. This Mr. Cook 
shows by the following figures: 

Increase in assessed valuation and in school attendance in New York City, 1S99 to 1903. 



Year. 



1899 

1900 
1901 
1902 
1903 

1904 



Per cent of increase over preceding year in — 



Assessed 
valuation 

of 
property. 



13. 12 
5.05 
8.66 
1.82 

40. 84 
3.83 



Attendance in- 



Elemen- 
tary 
schools. 



4.90 
4.92 
5.06 
1. 74 
5. 82 



High 
schools 



Evening 

elementary 

schools. 



24.64 
15.08 
16.35 

8. 45 
12.26 



8.05 

20. SS 
8.53 
12.51 

17. . r >;; 



Evening 

high 
schools. 



9. 21 

:;:;.45 

31.27 

"3. sit 

6.71 



a Decrease. 



It will be seen from the foregoing figures that the increase in the 
number of pupils requiring instruction varies independently of the 
taxable property. 



STATISTICS RELATING TO PUBLIC SCHOOLS. 21 

The defects in the scheme of allotment of a per centum of assessed 
valuation are set forth in Mr. Cook's report as auditor to the presi- 
dent of the board of education, as follows: 

It occurs to me that the existing statute, and any amendment on same lines, is 
hardly logical, and in suggesting this I have in mind the following facts: 

1. That the school system grows annually at a compound rate of increase of about 
6 per cent, due to increase in school population, which fact may he regarded as a 
constant for practical purposes. 

2. That to meet this constant the assessed valuations of real and personal estate 
must keep exact step. 

3. That if the assessed values are less than the ratio of increase in school popula- 
tion the financial result is insufficient, and it becomes necessary to ask the city for 
an additional sum, which, if not allowed, restricts the normal working of the system 
and causes the adoption of expedients which may be more or less open to objection. 

4. That if the assessed values are greater than the ratio of increase in school popu- 
lation the financial result is>in excess of normal requirements, and there might be 
a tendency to a more than generous expenditure of money. In any event a greater 
annual tax will have been levied than is necessary for the conduct of affairs for the 
fiscal year, which is contrary to the financial policy of the city for more than half a 
century. 

The main point which I desire to bring forward is, that to conduct a system which 
is increasing in size in a practically constant ratio, the present method of fixing a 
source of financial increase is unstable, variable, and related to the school system 
only indirectly. Tax valuations are dependent largely upon political considerations, 
local conditions, and physical factors over which the educational authorities have no 
control. 

Granted that a change be made from 3 to 3£ mills, the remedy might be but tem- 
porary; a slight alteration in methods of valuation, and correspondingly varying 
results would be apparent in our finances. Such a change would not relieve the 
situation in 1905, inasmuch as the budget has alread}^ been adopted. Again, an appeal 
to the legislature for a special issue of bonds is superfluous, for the city already has 
power to issue same for any object if it so desires. 

Mr. Cook's plan for determining the fund comprises — 

For elementary and high schools, on a fixed allowance per unit of attendance 
(average). 

For all other purposes (except corporate schools), by including a minimum sum 
for each item. 

Annual increases in budget requirements for elementary and high schools to be 
provided for by ascertaining the increase of school attendance of the current school 
year over the next preceding school year, and including the increase of attendance 
at the fixed cost per unit. 

Any increase above the minimum amounts established for all other purposes to be 
recommended by the board of education and discretionary with the board of estimate 
and apportionment. 

For corporate schools, by fixing a per capita rate of $15.00 based on average attend- 
ance during preceding school year. 

In the event of an abnormal increase in school attendance in any year, beyond the 
figures estimated, whereby a financial deficit can be shown to exist, the board of esti- 
mate and apportionment to be empowered to authorize the issue of revenue bonds 
for a sum not exceeding $100,000 in any one year, provided that the board of edu- 
cation shall certify to the board of estimate and apportionment as to the particular 
need and purpose for which the sum asked shall be expended. 

Mr. Cook has proposed the following statute to govern the salary 
fund for teachers for New York City: 

Section 1064. The board of education shall represent the schools and the school 
system of the city of New York before the board of estimate and apportionment, and 
before the board of aldermen, in all matters of appropriations in the budget of the 
city for educational purposes and in all other matters, and shall, in general, be 
the representative of the school system of the city in its entirety. On or hefore 
the fifteenth of September in each year it shall submit an estimate in detail of the 



22 STATISTICS KELATING TO PUBLIC SCHOOLS. 

moneys needed for the entire school system of the city during the next succeeding 
calendar year to the board of estimate and apportionment for its action. The board 
of estimate and apportionment shall appropriate for the general school fund for the 
year nineteen hundred and (two) six and, annually, for each year thereafter, an 
amount (equivalent to not less than three mills on every dollar of assessed valuation 
of the real and personal estate in the city of New York liable to taxation), which 
shall be computed in the following manner: 

1. Based upon the average attendance of the school year next preceding the cal- 
endar year to which the estimate applies, to which shall be added the percentage of 
increase between the average attendance of the school year hereinbefore mentioned 
and the school year next preceding same, there shall be appropriated for each unit 
of the result so ascertained not less than thirty-one dollars in elementary day schools; 
not less than eighty-eight dollars in day, high, and training schools; not less than 
twelve dollars and eighty cents in elementary evening schools, and not less than 
twenty-seven dollars in evening high schools. 

2. For the institutions known as corporate schools, not less than fifteen dollars for 
each unit of average attendance of the school year next preceding the fiscal and cal- 
endar year to which the estimate applies. 

3. For special education, including special teachers of manual training, physical 
training, foreign languages, sewing, cooking, music, and drawing, an amount not less 
than four hundred thousand dollars per annum; for vacation schools, playgrounds, 
and recreation centers, an amount not less than two hundred thousand dollars, and 
for evening lectures for the people, an amount not less than one hundred thousand 
dollars. 

4. For the salaries of attendance officers, not less than ninety -two thousand dollars. 

5. For general supervision, including the salaries of the members of the board of 
superintendents, the district superintendents, the members of the board of examin- 
ers, and all directors and supervisors, an amount not less than two hundred and 
sixty-eight thousand five hundred dollars. 

In case the aggregate amount so appropriated for the general school fund is insuf- 
ficient for its purposes the board of estimate and apportionment is hereby empowered 
to authorize the issue of revenue bonds not exceeding the sum of one hundred thou- 
sand dollars in any year, and apply the proceeds of the same to the general school 
fund; provided that the board of education shall certify to the board of estimate and 
apportionment the reasons and necessity for such additional sum and the purposes 
for which the same is to be expended. 

In case the amount so appropriated for the general school fund exceeds the expend- 
itures and ascertained liabilities chargeable to such fund during any one year, the 
amount by which the said general school fund exceeds said expenditures and liabili- 
ties shall become part of the general school fund for the next succeeding year, and the 
amount to be raised by tax for said fund shall be diminished by the amount of said 
excess. On or before the tenth day of August in each year the city superintendent 
of schools shall certify and'submit in writing to the board of education for its action 
a statement showing in detail the average attendance of the last preceding school 
year. The board of education shall administer all moneys appropriated or available 
for educational purposes in the city of New York, subject to the general provisions 
of this act relating to the audit and payment of salaries and other claims by the 
department of finance. 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



23 



Table F. — Pensions paid to teachers of elementary schools in Europe. 
[Bureau of Education Report, 1902, pp. 2370 and 2371.] 



Country or State. 



Paid by State 
or commu- 
nity. 



Dues paid 

by teachers, 

per cent of 

salary. 



Pen- 
sion 
may 
begin 
after — 



Mini- 
mum 

amount 
paid, 

per cent 
of last 
salary. 



Retire- 
ment 
takes 
place 
after- 



Maximum 

amount paid, 

per cent of 

last salary. 



German Empire: 

Prussia 

Bavaria 

Wurttemberg 

Saxony 

Baden 

Hesse 

Mecklenburg-Schwerin. 
Mecklenburg-Strelitz . . . 
Oldenburg 



Saxe-Weimar 

Brunswick 

Anhalt 

Saxe-Altenburg 

Saxe-Coburg-Gotha 

Saxe-Meiningen 

Reuss, sr. line 

Reuss, jr. line 

Schwarzburg-Sondersh 
Schwarzburg-Rudolst. . 

Lippe-Detmold 

Schaumburg-Lippe 

Waldeck 

Bremen 

Liibeck 

Hamburg 

Alsace-Lorraine 



Both 

Community .. 

State 

Both 

do 

do 

Communities . 

Crown 

State and 
community. 

Both 

do 



None 

Yes« 

None 

....do.... 

do.... 

....do.... 

do.... 

do.... 

2 per cent 



None . 
do. 



Austria 

Hungary 

Switzerland . 

Denmark 

Norway 

Sweden 

Netherlands . 

Belgium 

France 

Italy 

Great Britain 



do 

do 

do 

do 

do 

do 

do 

do 

do 

do 

do 

Community .. 

do 

do 

State and 
community. 

Both 

do 

(«) 

Both 

State/ 

State 

do 

Communities. 

State 

State g 

State 



do.... 

do 

do.... 

do.... 

2 percent. 

do.... 

None 

do.... 

do.... 

do.... 

do.... 

do.... 

do 

do.... 

do.... 



(d) 

(?) 



Years. 
10 
5 
10 
10 
10 
10 
20 

10 

(?) 

5 
5 
10 
10 
10 
10 
10 
10 
10 
10 
10 
10 
10 
10 
10 
10 



(?) 



( c ) 



(?) 



(?) 



None 

do 

3 percent.. 

None 

do 

815 -i- $1.25 
for each 
10 per 
cent of 
increase 
of salary. 



(?) 
(?) 



10 



(?) 



Years. 
45 
45 
45 
40 
45 
45 
50 

( c ) 
45 

37 
50 
50 
45 
40 
50 
45 
45 
48 
50 
45 
45 
45 
' 45 
35 
40 
45 

40 
40 



(?) 


30 


(?) 


40 


(?) 


30 


(?) 


25 


(?) 


30 


(A) 


35 



75 per cent. 
Do. 

85 per cent. 
80 per cent.- 
75 per cent. 
100 per cent. 
90 per cent. 

80 per cent. 

Do. 

100 per cent. 

Do. 

86 per cent. 
100 per cent. 

Do. 
80 per cent. 

Do. 

Do. 
100 per cent. 
80 per cent. 

Do. 
66s per cent. 
80 per cent. 
.75 per cent. 
80 per cent. 
75 per cent. 

100 per cent. 

$150-8200. 

66| per cent. 

75 per cent. 
66f per cent. 

(?) 
50 per cent. 

(?) 
$100 for each 
year after 
10 years of 
service. 



a in Bavaria the dues paid by teachers vary considerably in the different parts of the Kingdom— 
i. e., between $1.25 in central Franconia and $25 in lower Palatinate. Also initiation fees are paid. 

ft Lowest amount of salary. 

c At pleasure of the Crown. 

din some Crown lands of Austria dues are paid by teachers. 

e In Switzerland the cantonal governments are, as a rule, opposed to pensioning teachers. Where 
it is done, it is the result of local agreement. The teachers themselves maintain annuity funds. 

/In Norway pensions are paid to all teachers, but each case is individually decided by Parliament. 

ffln Italy the State pension fund is not large. Hence private annuity funds are numerous. 

h See last column. 

General notes. — The foregoing statements have reference to men teachers. Women teachers are 
retired, on an average, ten years earlier, and their pensions amount to about 10 to 20 per cent less 
than those of the men. 

In most German States the communities (or the State) make a single relief payment if a teacher is 
disabled before he reaches the end of the tenth year of service— i. e., the lower age limit. The same 
practice prevails in Austria and a few other countries. 



24 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



Table F. — Pensions paid to teachers of secondary schools in Europe. 



Country or State. 



Paid by State 
or commu- 
nity. 



Dues paid 
by teachers, 
per cent of 

salary. 



German Empire 

Prussia 

Bavaria 

Saxony 

Wurttemburg i do 

Baden | do 

Hesse I do 

• Mechlenburg-Schwerin.J do 

Saxe-Weimar i do 

Oldenburg i do 

Brunswick ' do 

Saxe-Meiningen ! rio 

Saxe-Altenburg do 



Both i None 



do. 
do. 
do. 
.do. 
do. 
do. 
do. 
do. 
do. 
.do. 
3 per cent 



Saxe-Coburg-Gotha do - 1 per cent .. 



Anhalt | do . 

.do, 
.do . 
.do. 
.do. 



Schwarzburg-Rudolst. . 
Schwarzburg-Sondersh 

Waldeck 

Reuss, sr. line. 



None . 

do. 

do. 

do. 

do. 

Reuss, jr. line I do do . 

Schaumburg-Lippe ' do ' do . 

.do. 

.do. 

.do. 

.do. 

.do. 

.do. 

.do. 

(?) 

(?) 

(?) 

State None .. 

Both J (e) 

State None . . 



Lippe-Detmold i do . 

Liibeck i do . . 

Bremen [ do .. 

Hamburg i do .. 

Alsace-Lorraine j do . . 

Austria | do . . 

Hungary ' i do . . 

Switzerland ( b) 

Denmark I ( e) 



Norway 

Sweden 

Netherlands . 

Belgium 

France 

Spain 

Portugal 

Italy 

Greece/* 

Russia 

Great Britain 



( d ) 




10 percent. 

(/) 
10 percent. 

(y) 

7 A percent. 

(*> 
(fc) 



Pen- 
sion 
begins 
after — 



Years. 
10 

4 

10 

10 

10 

5 

20 

1 

1 

3 

1 

1 

1 

1 

1 

1 

1 

1 

1 

10 

1 

10 

1 

1 

10 

8 
10 
(?) 
10 

(?) 

10 

(?) 
(?) 
(?) 
(/) 

10 
(9) 
(?) 
(.*) 
(*) 



Mini- 




mum 


Retire- 


amount 


ment 


paid, 


takes 


per cent 


place 


of last 


after — 


salary. 






Years. 


25 


40 


70 


(?) 


30 


40 


40 


(«) 


30 


40 


40 


50 


50 


50 1 


40 


36 


50 


50 


33} 


50 


45 


40 


25 


40 


40 


40 


33* 


49 


40 


36 


40 


37 


33£ 


26 


40 


37 


40 


45 


30 


37 


40 


37 


33} 


35 


40 


30 


40 


50 


25 


40 


(?) 


30 


40 


30 


(?) 


(?) 


10 


45 


(?) 


(?) 


(?) 


30 


(?) 


30 


(?) 


30 


(?) 


30 


(/) 


(/) 


33± 


25 1 


(») 


(a) I 


(?) 


20 


(*) 


( fc ) ! 



Maximum 

amount paid, 

per cent of 

last salary. 



75 per cent. 
100 per cent. 
80 per cent. 

75 per cent. 
100 per cent. 
90 per cent. 
80 per cent. 
90 per cent. 
100 per cent. 
75 per cent. 
80 per cent. 
100 per cent. 

Do. 
80 per cent. 

Do. 
66| per cent. 
80 per cent. 
. Do. 

Do. 

Do. 
75 per cent. 
80 per cent. 
100 per cent. 
75 per cent. 
100 per cent. 

Do. 
(?) 
66f per cent. 

(?) 
$900. 
66| per cent. 

Do. 
Do. 
(/) 
100 per cent. 

(») 

40 per cent 

(*) 
(*) 



"In Wurttemberg the pensions may reach 92} per cent in cases where the salary is not higher than 
$600. The rate of increase is 1} per cent; as high as 85 per cent with salaries over $600. No pension 
can exceed $1,500. 

b The population is not favorably inclined to paying pensions to teachers or other civil officers. 
Where it is done, it is the result of local agreement. 

eln Denmark each case is decided by the minister of education, but usually according to the scheme 
indicated in the table. 

''Each case is decided by Parliament. 

eln the Netherlands the teacher pays one year's salary into the pension fund within the first five 
years of service. 

/In Spain the State pays two-fifths of salary for two years after twenty years of service : three-fifths 
of salary after twenty-five years, and four-fifths of salary after thirty-five years of service, but only for 
two years. 

cln Italy teachers may retire from service on account of ill health, and still draw one-half or three- 
fourths of their salaries, according to the length of service. 

/' In Greece an addition of one-fiftieth of the salary is paid for each additional year of service, over 
and above the 40 per cent paid after twenty years. 

('In Russia the pensions are not uniform ; they range between 300 and 400 rubles after twenty-five 
years of service. 

fcln Great Britain a few distinguished schools, such as Eton, pay pensions : the majority of secondary 
schools, being private institutions, do not pay pensions to teachers. 



STATISTICS RELATING TO PUBLIC SCHOOLS. 25 

PENSIONS PAID TO TEACHERS IN THE PUBLIC SCHOOLS OF THE UNITED 

STATES. 

Maryland, Ohio, and New Jersey pension teachers out of govern- 
ment funds. In Maryland no dues are paid; pensions are paid exclu- 
sively from government funds. In all the other States below the fund 
authorized by State law is mainly provided by teachers' dues of from 
1 to 2 per cent of salary; the term of service is, with disability, from 
two to thirty years, without, from twenty to thirty-five } T ears; the 
annuity is from a minimum of $200 to one-half of salarj^ at retirement 
to a maximum of from $200 to $1,000— $l,500-$2,000 in New York. 

In the voluntary associations the dues are 1 to 1^ per cent of salary; 
retirement with disability is from two to five years, without, fifteen to 
forty; the annuit} T is 60 per cent of salary, maximum being $600. 



26 



STATISTICS RELATING TO PUBLIC SCHOOLS. 








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rid. 


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STATISTICS EELATING TO PUBLIC SCHOOLS. 



27 



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28 statistics relating to public schools. 

Prerequisites in Scholarship and Written Examinations for 
Teachers 1 Positions. 

new yore. 

PREREQUISITES FOE LICENSE, ELEMENTARY SCHOOLS. 

Principal — Either (a) or (J>). — (a) Graduation from a college or uni- 
versity recognized by the regents of the University of the State of 
New York, together with at least eight years' successful experience in 
teaching or supervision. The master's degree in arts or sciences, 
given as the result of a graduate work in a university, may be accepted 
in lieu of one year of such experience. The doctor's degree in phi- 
losophy or science, given as the result of graduate work in a univer- 
sity, may be accepted in lieu of two } T ears of such experience, (h) Suc- 
cessful experience in, teaching or supervision in graded schools for at 
least ten years, at least live of which must have been in public schools, 
together with the successful completion of university or college courses 
satisfactory to the board of examiners, such courses to be in pedagog- 
ical subjects, and to amount to not less than one hundred and twenty 
hours. 

Teacher. — Either graduation from a high school and normal or col- 
lege degree and pedagogical study. 

HIGH SCHOOLS. 

Principal. — Graduation from a college or university recognized by 
the regents, and ten year's' satisfactory experience in teaching or 
supervision, at least five of which must have been in secondary schools. 

Teacher, junior. — College degree and one }^ear's pedagogical study, 
or, in lieu of such course, one year's satisfactory experience in teaching 
secondary schools. 

Teacher, assistant. — College degree and three 3 T ears' experience. 
One year of graduate work in lieu of experience of one year. 

First assistant. — College degree and one year of post-graduate stud} 7 
and live years' experience in teaching in secondary schools, three of 
which shall have been in the New York City high schools. 

EXAMINATIONS — ELEMENTARY. 

Teacher. — Written for license No. 1. 

HIGH SCHOOL 

Teacher. — Written examination; also junior, assistant, first assistant. 

CHICAGO. 

PREREQUISITES FOR EXAMINATION, ELEMENTARY SCHOOLS. 

Principal. — (a) College degree from an accredited college and four 
years' successful experience; or (b) certificate from accredited normal 
school and six years' experience; or (c) eight years of successful 
experience in graded school work. 

Teachers. — (a) The equivalent of the Chicago high school course and 
four years' experience; or (b) certificate from an accredited normal 
school and two years' experience. 



STATISTICS RELATING TO PUBLIC SCHOOLS. 29 

HIGH SCHOOLS. 

Teachers. — (a) Degree from accredited college ana two 3^ears 1 experi- 
ence in graded schools; or (/>) six years' 1 successful experience in sec- 
ondary schools. 

WRITTEN EXAMINATIONS, ELEMENTARY SCHOOLS. 

Principals. — In the fundamentals, high school science papers, and 
professional study. 

Teachers. — The fundamentals, elementary phj'sics, biolog}^ and chem- 
istry, and professional stud}^. Normal graduates (Chicago) receive 
partial certificates to teach in the elementary schools without taking 
the examination. All others must take the examination. 

HIGH SCHOOL, WRITTEN EXAMINATIONS. 

Principals — Teachers. — In groups of studies, including subjects 
taught and professional study. 

PROMOTION, ELEMENTARY AND HIGH SCHOOLS. 

Automatic within the group. From group to group upon written 
examination of those attaining 80 per cent in efficiency in teaching. 

CHICAGO BOARD OF EDUCATION REPORT. 

GENERAL CHARACTER OF EXAMINATIONS. 

The candidate will be required to write upon the following subjects: 

(1) Principals of elementary schools. A. English. B. Histoiy. 
C. Geography. D. Mathematics. E. Drawing and vocal music. 
F and G. Science (any two minor papers in science in the examina- 
tions of high school teachers). H. Professional study. 

(2) Teachers in elementary schools. A. English. B. History. C. 
Geography. D. Mathematics. E. Drawing and vocal music. F. 
Science (the elements of physics, biology and chemistry). G. Pro- 
fessional study. 

(3) Teachers of German in elementary schools. German examina- 
tion in addition to examination of teachers in elementary schools. 

(4, .5, and 6) Teachers in high schools; teachers of French, Ger- 
man, or Spanish in high schools, and teachers of commercial subjects 
in high schools. 

The examination will consist of major and minor papers. Each 
candidate will be expected to write one major and four minor, and 
will not be allowed to take both a major and a minor examination on 
the same subject. 

Psychology and pedagogy will be required of all candidates as a 
minor. English will be required of all candidates as a minor unless 
elected as a major. The papers offered may be found in the following- 
list: 

Major papers. — Latin, Greek, French, German, Spanish, physiog- 
raphy, biology, physics, chemistry, mathematics, English literature, 
commercial geography, commercial law, accounting, phonography, 
ancient and mediaeval history, history of continental Europe, English 
and American history. 



80 STATISTICS RELATING TO PUBLIC SCHOOLS. 

(Note. — For specifications regarding teachers of drawing in the 
high schools, see under head of "Teachers of drawing.''') 

Minor paper*. — Psychology and pedagogy, Latin, Greek, French, 
German, Spanish, physiography, biology, physics, chemistry, astron- 
omy, geology, mathematics, general history, English, civics and 
political economy, commercial geography, commercial law, account- 
ing, phonography. 

Fluenc}^ in conversation will be expected of those who take a major 
in French, Spanish, or German. 

A candidate who takes anj^ one of the sciences as a major will on 
the day following the written test undergo an examination in the labo- 
ratory on the science elected with special care as to this phase of 
science teaching. 

The candidate will be required to select his major and minor papers 
in accordance with the following groups. The major and minor papers 
will cover the same ground, but the minor papers will be less intensive 
and technical. 

Language group. — Major: Any language in the list of majors. 
Minors: (1) English; (2) Psychology and pedagogy; (3) General history; 
(4) Any other subject in the list of minors. 

Mathematics group. — Major: Mathematics. Minors: (1) English; (2) 
Psychology and pedagogy; (3) Any language or science minor: (4) 
Any other subject in the list of minors. 

History group. — Major: History, either (1) Ancient and mediaeval. 
or (2) Modern Continental Europe, or (3) English and American. 
Minors: (1) English; (2) Psychology and pedagogy; (3) General his- 
tory; (4) Any other subject in the list of minors. 

English group). — Major: English. Minors: (1) Any language in the 
list of minors; (2) Psychology and pedagogy; (3) General history: (4) 
Any other subject in the list of minors. 

Physical science group. — Major: Physics or chemistry. Minors: 
(1) Chemistry or physics; (2) English; (3) Psychology and pedagogy: 
(4) Mathematics. 

Natural science group. — Major: Biology or physiography. Minors: 

(1) Physiography or biology; (2) English; (3) Psychology and peda- 
gogy; (4) Chemistry, astronomy, or geology. 

Commercial group. — Major: One of the following: (1) Phonography: 

(2) Accounting; (3) Commercial law; (4) Commercial geography. 
Minors: (1) One additional subject from the preceding list of com- 
mercial subjects and (2) English; (3) Psychology and pedagogy. (4) 
Any one of the following: (1) General history; (2) Mathematics; (3) 
Civics and economics; manual training in the high schools. 

Major: Either (a) Woodworking, including carpentry, cabinetwork, 
pattern making, and wood turning, or (b) foundry shopwork, or (r) 
blacksmithing shopwork, or (d) machine-shop shopwork. 

Minors: (1) Theory and practice, principles and methods; (2) Draw- 
ing, freehand and mechanical; (3) English: (4) Mathematics. 

Special certificates. — A candidate Uw a certificate as a special teacher 
of manual training, household arts, deaf drawing, physical culture, or 
music, may be called upon to conduct a class in the special study in 
which he expects to teach. 

A candidate for a certificate as a kindergarten teacher, or as a teacher 
of any special study except drawing, must take certain papers in the 
examinations for teachers in the elementary schools as indicated below. 



STATISTICS RELATING TO PUBLIC SCHOOLS. 81 

Candidates who pass these examinations will also receive the general 
certificate for teachers in the elementary schools. 

(7) Teachers in kindergartens: A, English; B, History; C, Geog- 
raphy; D, Mathematics; E, Drawing and vocal music; F, Kindergarten 
theory and practice: (1) General theory of kindergarten education, 
knowledge of literature of the kindergarten, including Froebel's 
Mother Play, Education of Men, general pedagogy, and special method; 
(2) Theory and use of the gifts and occupations; (3) Psychology, includ- 
ing child study; (4) Music. 

(8) Teachers of manual training in the elementaiy schools: A, 
English; B, History; 0, Mathematics; D, Science; E, Drawing; F, 
General pedagogy and special method; G, Shop technique, woodwork. 

(9) Teachers of household arts in elementaiy schools, teachers of 
cooking: A, English; B, History; C, Geography; D, Mathematics; 

E, General pedagogy and special method; F, Cooking: (1) Food prod- 
ucts; (2) Chemistry, elementary chemistry, and chemistry of foods and 
cooking; (3) Practical demonstration. Teachers of sewing: A, English; 
B, HistoiT; C, Geography; D, Mathematics; E, Drawing; F, Gen- 
eral pedagogy and. special method; G, Sewing: (1) Textiles; (2) 
Demonstration. 

(10) Teachers of the deaf: A, English; B, History; C, Geography; 
D, Mathematics; E, Drawing and vocal music; F, Science; G, 
Teaching of the deaf, theoiy and practice. Practice: (1) General 
pedagogy and the history and literature of the deaf, principles and 
methods of instruction of deaf children; (2) Oral examination. 

(11 and 12) Special teachers of drawing of elementary and high 
schools. The candidate must take the regular high school teachers' 
examination, with the following examination in art as a major, and 
will be given a high school teacher's certificate in addition to the 
special drawing teachers: A. History of art; B, Design; C, Mechanical 
drawing; E, Composition; F, A one-hour sketch in oil, water color, 
pastel, or clay. 

(13) Teachers of physical culture in elementary schools: A, English; 
B, History; C, Geographj T ; D, Mathematics; E, Music; F, Physical 
culture, theory and practice: (1) Special method; (2) Systems of physi- 
cal culture; (3) Phj^siology and hygiene, 'including theory and practice 
of the physical examination; (4) G3 r mnasium work. 

(14 and 15) Teachers of music in elementary and high schools: A, 
English; B, History; C, Geography; D, Mathematics; E, Drawing; 

F, Music, theory and practice: (1) General pedagogy and special 
method; (2) Musical literature and history; (3) Vocal and instrumental 
examination, piano. 

Physical examination and qualifications. 

PROMOTION. 

Classification of salaries in elementary schools. — There shall be a 
schedule of salaries for teachers in the elementary schools, which shall 
include two groups of salaries. 

The first group of the schedule shall provide for additional advance 
in salary year by }?ear for teachers Avho have reached the maximum 
salaiy of the second group and who shall have complied with the con- 
ditions named below. No teacher of the first group shall be entitled 
to extra compensation for teaching special subjects. 



32 STATISTICS RELATING TO PUBLIC SCHOOLS. 

Advancement from second to first group: The conditions governing- 
advancement from second to the first group of salaries for elementary 
teachers and head assistants shall be as follows: 

Elementary teachers: Teachers shall be promoted from the second 
to the first group by a vote of the board of education upon a recom- 
mendation of the superintendent of schools. Those teachers shall be 
eligible for such recommendation and promotion who have served a 
year at the maximum salary of the second group and whose average in 
efficienc}', as shown by the records in the superintendent's office, shall 
be 80 per cent or above and who shall attain an average of 80 per cent 
or above in the following tests: 

(a) An examination to test the work and interest of the teacher in 
any one of the following fields of academic work: English language 
and literature, general history, physical science, foreign languages 
(Latin, Greek, German, French, Spanish); algebra and geometry, 
music, drawing, manual training, household arts, geography (covering 
physical, mathematical, and commercial geography, with geology); 
physical culture (covering anatom}^ and physiology, theory of gym- 
nastics, method of teaching preparation of sets of exercises for differ- 
ent grades and practical work). The credit given to the professional 
examinations shall be twice that given to the academic examinations, 
and an average mark of 80 per cent shall be required of all teachers 
passing these tests. The final mark shall be made up of three items, 
which shall receive equal credit, as follows: 

(a) Efficiency mark for the preceding year, as equalized b} T the 
board of district superintendents; (b) mark obtained on the profes- 
sional study paper of the promotion examination, and (c) mark 
obtained on the academic paper of the promotion examination: Pro- 
vided, That no examination mark below 70 shall be considered: And 
provided further, That if a candidate divides the examination the 
paper taken in the preliminary part shall not be credited in the final 
average unless the candidate has a mark of 80 or above on such 
paper. 

Elementary teachers who have arrived at the maximum salary of 
the second group, who meet the other requirements of the schedule, 
and who possess an elementary principal's certificate, shall be admitted 
to the first group without examination. Elementary teachers who 
have arrived at the maximum salary of the second group, who meet 
the other requirements of the schedule and possess a certificate to 
teach in the high schools, shall be advanced to the first group upon 
passing the professional examination only. Elementary teachers who 
have arrived at the maximum salary of the second group, who meet 
the other requirements of the schedule and who possess certificates to 
teach music, drawing, German, household arts, or manual training, 
shall be advanced to the first group upon passing the professional 
examination only. For the purpose of aiding teachers to prepare for 
advancement to the first group, classes in studies included in the pro- 
fessional and academic examinations shall be organized and conducted 
by the principal and faculty of the Chicago Normal School, at such 
times and places as may be agreed upon later. 

Teachers of physical culture: Teachers of physical culture in the 
elementary schools whose work on the efficiency record is 80 per cent 
or above, and who have reached the maximum salary in their group, 
shall he entitled to take the promotion examination provided for 



STATISTICS RELATING TO PUBLIC SCHOOLS. 33 

elementary teachers, and upon passing it shall be promoted to group 
1, it being understood that the academic subject taken must be some 
other than physical culture. 

Teachers of household arts: Special teachers of household arts in 
elementary schools, teachers in kindergartens, and teachers of the 
deaf, whose mark of efficiency is 80 per cent or above, and who have 
reached the maximum salaiw in the second group, shall be eligible for 
admission to the promotion examination provided for the regular 
teachers in the elementary schools, and upon passing it shall be pro- 
moted to group 1, it being understood that the academic subject 
chosen by the promotion examination by the holder of the special 
certificate shall not be the same subject as that in which the special 
certificate was granted. 

Teachers of manual training: Teachers of manual training in the 
elementary schools whose work on the efficiency record is 80 per cent 
or above, and who have reached the maximum salary in their group, 
shaU be entitled to take the promotion examination provided for 
elementary teachers, and upon passing it shall be promoted to group 
1, it being understood that the academic subject taken must be some 
other than manual training. 

High-school teachers: High-school teachers who have reached the 
maximum salary of the third group, whose average in efficiency as 
shown by the records in the superintendent's office shall be 80 per cent 
or above, shall be advanced to the second group after passing an exam- 
ination in the methods of teaching the subjects in which they give 
instruction. High-school teachers who have served a year at the max- 
imum salary of the second group, whose average in efficiency as shown 
by the records in the superintendent's office shall be 80 per cent or 
above, shall be advanced to the first group upon passing an examina- 
tion in school management, psychology, pedagogy, and the history of 
education. No high-school teacher shall be eligible to the principal- 
ship of a high school who has not taken the professional examination 
required of candidates of the first group. 

Principals of elementary schools who have served a year at the max- 
imum salary in the third group, whose average in efficiency as shown 
by the records in the superintendent's office shall be 80 per cent or 
above, shall be permitted to advance to the second group of salaries 
upon passing an examination in school management and methods of 
instruction in primary grades. Principals who have served a year at 
the maximum salary in the second group, whose average in efficiency 
as shown by the records in the superintendent's office shall be 80 per 
cent or above, shall be permitted to advance to the first group of sal- 
aries upon passing an examination in professional work, including 
school management, psychology, pedagogy, and the history of educa- 
tion: Provided, That nothing in this schedule shall be construed as 
abolishing the restriction upon the salaries of principals on account of 
the membership of the schools as provided elsewhere. 

[Education Report, 1903, p. 1394.] 
COMPARATIVE EXPENDITURES. 

The two tables following give the comparative expenditures for 
various purposes in the 100 cities of highest rank in population. These 
include all cities of an estimated population (1902) greater than 40,000. 

S. Doc. 94, 59-1 3 



34 



STATISTICS KELATLNG TO PUBLIC SCHOOLS. 



Certain of the data from which these tables were computed were taken 
from Bulletin No. 42 of the Department of Labor, issued September, 
1902. Table XIX of that bulletin gives the basis of assessment and 
the assessed valuation of property. Inasmuch as the legal basis of 
assessment and the basis allowed by custom are not always the same, 
the latter was used in the calculation of the true value of property from 
the assessed value. The first of the tables exhibits the true value, the 
amount expended for all purposes per $1,000 of true value, and the 
amount expended for schools on the same basis. It was found that 
the average expenditure for schools for the cities named was $3.83 
per $1,000 of wealth. The variations from this mean will be seen 
to be considerable. Equally wide differences occur in the total 
expenditures. 

The information contained in the second of these tables was com- 
puted from data given in Table XXII of the above-named bulletin. 
It shows the expenditure for each of the various departments of 
municipal control in terms of school expenditure — that is, for each 
dollar of school expenditure the amount expended for each of the other 
objects is. shown. It will be readily seen that the reduction of all these 
items to the same terms makes a very convenient table for comparison. 



Table G. — Value of properly and comparative expenditures in certain cities. 
[Education Report 1903, p. 1394.] 




True value of 
real and per- 
sonal property 
based on as- 
sessment for 
taxation. 



Total 
amount ex- 
pended for 
maintenance 
and opera- 
tion of all de 
partments 
for every 
$1,000 of 
property. 



Amount 
expended 
for main- 
tenance 
and opera- 
tion of 
schools for 
every 
.11,000 of 
property. 



New York City, N. Y 

Chicago, 111 

Philadelphia, Pa ... 

St. Louis, Mo 

Boston, Mass 

Baltimore, Md 

Cleveland, Ohio 

Buffalo, N. Y 

San Francisco, Cal.. 

Cincinnati, Ohio 

Pittsburg, Pa 

New Orleans, La 

Detroit, Mich 

Milwaukee, Wis 

Washington, D. C... 

Newark, N. J 

Jersey City, N. J 

Louisville, Ky 

Minneapolis, Minn . 

Providence, R. I 

Indianapolis, Ind... 

Kansas City, Mo 

St. Paul, Minn 

Rochester, N. Y 

Denver, Colo 

Toledo, Ohio 

Allegheny, Pa 

Columbus, Ohio 

Worcester, Mass 

Syracuse, N. Y 

New Haven, Conn . . 

Paterson, N. J 

Fall River, Mass 

St. Joseph, Mo 

Omaha, Nebr 

Los Angeles, Cal 

Memphis, Tenn 

Scranton, Pa 



175, 590, 127 
872, 902, 200 
151, 283, 170 
592, 193, 556 
152, 505, 834 
614, 612, 859 
392, 907, 290 
242, 349, 138 
688, 499, 988 
357, 751, 033 
352,157,335 
145, 673, 869 
353, 212, 142 
275, 374, 811 
254, 408, 333 
158, 585, 635 
136, 575, 088 
169, 250, 000 
170,354,175 
192,801,860 
193, 777, 425 
199, 442, 100 
143, 928, 880 
145,561,215 
134, 364, 115 
106, 767, 350 
108, 004, 305 
131,028,800 
114, 278, 135 
87,104,103 
99, 502, 618 
68, 09S, 589 
74,554,380 
50, 693, 480 
90, 935, 465 
146,755,860 
63,121,261 
70, 062, 138 



$19. 89 
11.88 
16.59 
14.71 
19.00 
12. 39 

12. 23 
24. 20 

8.55 
17.37 
15.35 
29.50 
11.48 
13.55 
21. 17 
24. 04 
26.34 
16.39 
17. 28 
17.97 

8.80 
13.79 
16.43 

22. 24 
14.00 
14.74 
15.18 
11.03 
20.69 
26. I!5 
14. 60 
18.04 
21.64 
17. 85 
15.88 
10.03 
14.49 
10. 87 



S3. 81 
4.38 
2.88 
2.57 
2.64 
2.30 
3.19 
4.79 
1.69 
3.14 
2.39 
3.28 
2.46 
2.77 
4.64 
5.23 
3.67 
3.03 
4.32 
3.83 
2.88 
2.78 
4.06 
3.77 
5.05 
3.73 
3.36 
3.21 
4.53 
4.71 
3. 84 
4.59 
4.37 
3.16 
4.31 
3. 38 
2. 23 
4.49 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



35 



Table G. — Value of property and comparative expenditures in certain cities — Continued. 





Cities. 


True value of 
real and per- 
sonal property 
based on as- 
sessment for 
taxation. 


Total 
amount ex- 
pended for 
maintenance 
and opera- 
tion of all de- 
partments 
for every 
$1,000 of 
property. 


Amount 
expended 
for main- 
tenance 
and opera- 
tion of 
schools for 
everv 
$1,000 of 
property. 


39 




$71 fi74. 588 


$19.63 
20.90 
22.42 

6.64 
14.72 
17.25 
13.51 
14.78 
16.96 
15.63 
18. 24 
15. 73 
15.32 
29.21 
14.89 
12.37 
23.36 

9.92 
15.94 
15.78 
13.08 
14.40 
19.22 
17.84 
19.95 
22. 72 
13.96 
15.86 

5.60 
17.33 
13.75 
16.41 

9.05 
24.18 
16.90 
26.08 
10.26 
14.89 
10. 55 
15.02 
15.19 
20.08 
11.02 
19.82 
10.56 
10.36 
16.61 
13.24 
11.03 

9.73 
19.32 
10.98 
11.83 
22.14 
23.06 
20.92 
18.73 
11.88 
13.11 

8.45 
14.00 

5.08 


$4.63 


■40 


Albany, N. Y 


69 
96 

144 
79 
59 
69 
85 
48 
71 
79 
43 
43 
28 
53 
63 
52 
73 
50 
64 
56 
80 
53 
56 
41 
26 
45 
40 

123 
35 
52 
48 
46 
41 
26 
18 
36 
36 
42 
46 
54 
41 
38 
39 
34 
40 
41 
35 
34 
47 
21 
22 
29 
28 
19 
24 
35 
23 
33 
32 
29 
39 


469 
216 

535 
085 
956 
791 
320 
482 
634 
805 
942 
7,S4 
654 
680 
236 
168 
705 
818 
511 
723 
716 
924 
924 
536 
34 fi 
205 
943 
907 
019 
788 
131 
144 
617 
209 
188 
274 
930 
463 
214 
587 
988 
400 
951 
450 
135 
301 
558 
041 
900 
6S0 
691 
599 
680 
208 
498 
442 
133 
464 
923 
492 
280 


238 
875 
123 
266 
729 
230 
567 
300 
873 
088 
981 
990 
210 
262 
971 
015 
945 
446 
991 
400 
117 
200 
599 
341 
190 
017 
240 
170 
802 
282 
882 
507 
181 
984 
897 
818 
000 
732 
560 
471 
120 
861 
930 
700 
720 
406 
325 
133 
800 
728 
278 
472 
853 
203 
261 
900 
333 
231 
846 
816 
712 


4.23 


41 




4.57 


4° 




1.86 


43 




2.55 


44 




5.07 


45 




4.56 


46 




1.45 


47 




3.50 


48 


Seattle, Wash 


3.69 


19 




4.83 


50 




4.83 


51 




4.45 






8.45 


53 




4.14 


54 




'2.84 


55 




4.56 


56 




4.05 


57 




3.65 


58 




3.64 


59 




4.80 


60 




4.45 


61 




5.46 


6» 


Troy, N. Y 


3.77 


63 




4.49 


64 




6.65 


65 




2.78 


66 


Utica, N. Y ' 


4.13 


67 




1.60 


68 




2.21 


69 




a 2. 06 


70 


Salt Lake City, Utah 


5.49 


71 




2.34 


r> 




5.81 


73 




5.26 


74 


Elizabeth, N. J 


6.95 


75 




3.97 


76 




3.16 


77 




3.71 


78 




3.02 


79 




3.79 


80 


Norfolk, Va 


1.39 


81 




4.68 


8? 




4.95 


83 




3.24 


84 




3.62 


85 




3.03 


86 




2.61 


87 




4.81 


88 


Dallas, Tex 


1.93 


89 




6.56 


90 




3.92 


91 




3.98 


qo 




4.87 


93 




8.14 


94 




6 3.30 


95 


Pawtucket, R.I : 


3.80 


96 




3.83 


97 




2.82 


98 




"1.39 


99 




1.72 


100 


Little Rock, Ark 


1.94 









a School statistics include expenditures for county of Chatham. 
b School statistics from Report of Commissioner of Education, 1902. 
c School statistics include only amount expended by State and county. 



36 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



Table H. — Amount expended by each of the municipal departments in the 

[Education report, 1903. 



cu f-i g 

o c E 







New York, N. Y 

Chicago, 111 

Philadelphia, Pa 

St. Louis, Mo 

Boston, Mass 

Baltimore, Md 

Cleveland, Ohio 

Buffalo, N. Y 

San Francisco, Cal. . . 

Cincinnati, Ohio 

Pittsburg, Pa 

New Orleans, La 

Detroit, Mich 

M il waukee, Wis 

Washington, D. C 

Newark, N.J 

Jersey City, N. J 

Louisville, Ky 

Minneapolis, Minn.. 

Providence, R. I 

Indianapolis, Ind 

Kansas City, Mo 

St. Paul, Minn 

Rochester, N. Y 

Denver, Colo 

Toledo, Ohio 

Allegheny, Pa 

Columbus, Ohio 

Worcester, Mass 

Syracuse, N. Y 

New Haven, Conn. . . 

Paterson, N. J 

Fall River, Mass 

St. Joseph, Mo 

Omaha, Nebr 

Los Angeles. Cal 

Memphis, Tenn 

Scran ton, Pa 

Lowell, Mass 

Albany, N. Y 

Cambridge, Mass 

Portland, Oreg 

Atlanta, Ga 

Grand Rapids, Mich 

Dayton, Ohio 

Richmond, Va 

Nashville, Tenn 

Seattle, Wash 

Hartford, Conn 

Reading, Pa 

Wilmington, Del 

Camden. N.J 

Trenton, N. J 

Bridgeport, Conn . . . 

Lynn, Mass 

Oakland, Cal 

Lawrence, Mass 

New Bedford, Mass. . 
Des Moines, Iowa . .. 

Springfield, Mass 

Somerville, Mass 

Troy, N. Y 

Hoboken, N. J 

Evansville, Ind 

Manchester, N. H ... 

Qtica, N. Y.« 

Peoria, ill 



0. 516 
.449 
.914 

1.043 
.576 
.683 
.330 
.682 
.676 
.493 
.580 
.484 
.623 
.447 
.581 
.516 
. 842 
.533 
.294 
.502 
.285 
.460 
.315 
.361 
.236 
.277 
.379 
.294 
.289 
.335 



SO. 066 
.031 
.373 
.074 
.371 
.086 
. 092 
.020 
.139 
.119 



.077 
.013 
.047 
.233 
.049 



.248 
.721 
.185 
.411 
.532 
.292 
.199 
.848 
.278 
.266 
.841 
.524 
. 325 
.313 
.239 
. 420 
.381 
.395 
.382 
.338 
.218 
.350 
. 492 
.186 
.188 
. 224 
. 520 
.580 
. 29 1 
.362 
.245 
.318 



. 207 
.046 
.006 
.004 
.045 
.C60 
.029 
.016 
.054 



.081 



.033 
.054 
.011 



.397 

.424 

. 383i . 056 

. 232 . 027 



.015 



.020 



.044 
.043 
.033 
.028 
.035 
.015 



.016 
. 025 
.012 
.045 



.025 



. 021 
.018 
.009 
.021 
.014 
.075 



.240 
.200 
.331 
.504 
.422 
.359 
.386 
.593 
.564 
.419 
. 663 
.558 
.639 
.593 
.£25 
.387 
.482 
.448 
.441 
.480 
.324 
.447 
.342 
.437 
.228 
.292 
.406 
.429 
.324 
.428 
.374 
.384 
.377 
.383 
.301 
.251 
. 212 
.781 
.358 
.483 
.205 
.299 
.705 
.402 
.244 
.746 
.525 
.370 
.301 
.198 
.187 
.356 
.328 
.421 
. 402 
. 256 
.320 
.335 
.296 
.271 
.220 
. 299 
.444 

.344 

.705 
.447 
.313 



.058|$0. 240 10.03 

.023' 

.075 

.101 



.066 
.066 
.078 
.040 
.055 
.038 
.102 
.093! 
.058 
. 055 
.059 
.091 
.0161 
.016 
.032 
.034 
.02.8 
.056 
.018 
.051 
.037 
.035 
.043 
.045 
. 060 
.077 
.020 
.026 
.078 
.011 
.021 
.026 
.472 
.027 
. 036 
.057 
.042 
.021 
. 592 
.054 
.024 
.074 
.078 
. 055 
.030 
.02'. 
. 026, 
.029, 
.030 
.026 
.049 
.048 
.079 
.128 
.013 ; 
.019 
.027 
. 092 
. 036 
.012 
.102 
. 077 
.030 



.001 
. 212 
. 432 
.396 
.219 
.113 
.116: 
.221! 
.211 
.175! 
.124, 
.065, 
. 012l 
.344 
. 150 ; 
. 057 
.127! 
. 1221 
.053| 
. 068 : 
.0751 
.042! 



.001 

.206 
.037 
.265 
.247 
.204 
.174 
.452 
.106 
.024 
.029 
.211 



.325 
.242 
.324 
.017 
. 358 
.050 
.066 
.346 
.139 
.032 
.203 



.003 
.044 
.081 
.379 
.462 
.007 
. 385 
. 289 
.009 
.160 
.139 
.414 
. 082 
.013 
.164 
.105 
.114 



. 025 
.077 
.024 
.087 
.029 
. 065 
.085 
.040 
.076 
.149 
.020 
.058 
.081 
.007 
.048 
. 062 



.057 
.030 
. 047 
.051 
.026 



.158 .006 
. 0511 . 035 



.027 
.087 
.026 
.065 
.064 
.036 
.044 
.046 
.048 
.042 
.038 
.036 
.031 
.049 
.033 
.047 



. 012 
.025 
.033 
.005 
.029 
.071 
.028 
.019 
.036 

.007 

. 025 
. 064 
.059 
. 053 
.064 
.059, 
.041 
.083 
.057 



. 045 



. 042 
.036 

. 055 



.069 

. 092 
.135; 
. 075! 
.137 
.140| 
.061! 
. 172] 
.143 
. 040, 
.193 
.018 
. 125 
.069 
.063 
.004 
.023 
.090 
.093 
.064 
.109 
.175 
.097 
.062 
.103 
.112 
.078 
.027 
.043 
.075 
.057 
. 063 
.005 
. 056 
.052 
.124 
.021 
.013 
.034 
.153 
.048 
.047 
.081 
.076 
.008 

.1151 



.075 

.11st; 
.065 
.054 
.006 
. 067 
. 106 
.038 
.017 
. 038 
. 091 
.111 
. 064 
.032 
.011 
. 024 
.009 
.012 
.041 
.143 



[1. 021 SO. 138 

. 034 . 058,' 

.082 .372! 

. 064' . 384^ 
.129 
.028 
.038; 
. 009 
.054 
.028 
. 052 

. 079 . 452 

.042 

. 125 . 274 

.115 .209 

. 085 . 262 

. 042 . 322 

. 029 .,294 

. 028 .210 

. 097 . 393 

. 019 . 202' 

. 040 . 142: 

. 028 . 229| 

. 006 ; » 454 

.029 .135 

. 032 . 197 



.034 




. 023 


.175 


.449 


.235 




.270 


.051 


.228 


.036 


.277 




.306 



. 036 
.034 
.030 
.031 
. 022 
. 033 
. 022 
. 020 



.001 

.054 

.017 

. 022 

. 025 

. 037 

. 050 

.217 

. 018 . 184 

. 048, . 458 

.023 

.006 .165 

. 080 . 275 

! ,278| 

. 044 . 126 

. 037 . 151 

. 157 1 . 325 

.046 .234 

. 018 . 347 

. 020 1 . 249 

.047 .310 

. 039 . 225 

.014 .211 

. 093! . 196 

.032 .222 

. 043 . 181 



. 185 
.199! 

. 3S7 
.117 
.103 
.472 
. 372 
.175 



a Less than one mill. 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



37 



100 largest cities of the United States for every dollar expended for schools. 

pages 1396 and 1397.] 



si 
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+j 

03 
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si 
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13 


14 


15 


16 


17 


18 


19 


30 


31 


33 


33 


34 


35 


* 


SO. 147 
.073 
.096 
.085 


SO. 005 
.099 


SO. 222 
.036 
.135 
.192 
.539 
.137 
.038 
.102 
.094 
.105 
.200 
.033 
.401 
.200 
.303 


SO. 133 
.065 
.206 
.142 
.204 
.116 


SO. 693 

.185 

.430 

.510 

1.113 

1.091 


SO. 152 
.185 
. 425 
.428 
.201 
.278 
.218 
.375 




SO." 040 


SO. 043 
.002 
.004 
.038 


SO. 045 
.014 
.030 

.145 
.014 

.007 

.006 

.031 

.027 

ta\ 

.009 

.079 

.011 

.004 


SO. 003 

(«) 

.002 
.004 
.004 
.021 
.016 
.012 


(«) 


SO. 004 
.002 
.003 


SI. 375 
.191 
.845 
.499 

1.299 
.709 
.381 
.685 

1.659 
.438 

1.071 

3.948 
.796 
.757 
.848 
.468 
.793 
.912 
.637 
.404 
.403 

1. 195 
.739 

1.535 
.476 
!500 
.427 
.495 
.211 

1.390 
.386 
.672 
.753 

2. 509 
.879 
.511 
.648 
.387 
.460 
.595 
.957 
.269 
.674 
.587 
.188 

1.244 
.342 
.624 
.312 
.367 
.307 
.254 
.294 
.485 
.587 
.299 
.294 
.296 
.442 
.269 
.800 
.471 
.648 
.343 
.429 
.900 
.757 


S4. 217 
1.713 
4.752 
4.711 
6.194 
4.371 
3.822 
4.048 
4.049 
4. 517 
5. 408 
7.991 
3.728 
3.880 
4.039 
3.593 
6.192 
4.409 
2. 995 
3.684 
2. 055 
?. 956 
3.176 
4.887 
1.783 
2. 947 
3. 516 
3.243 
3.565 
4. 593 
2.793 
2.923 
3.945 
4.639 
2. 682 
1.963 
5.496 
1.417 
3.241 
3.937 
3.936 
2.571 
5. 981 
2.398 
1.962 
9.167 
3. 845 
3. 244 
2.779 
2.256 
2.433 
2. 456 
2. 598 
3.353 
4. 122 
1.445 
3.361 
3.333 
1.725 
2.233 
2.521 
3.721 
3.442 
2.354 
4.013 
2.899 
2. 486 


1 

2 

4 


. 117 . 053 
.146 («) 

.046 

. 1231 

152 - ni 1 






so. 022 

.023 
(a) 


.051 
.005 

"".662 


5 






.004 
.071 
.044 


6 


. 0811 . 567 
.1011 . 570 

! .012 

.0231 1.542 
.111 1.124 

.0741 . 382 
.2371 .412 
.103 .486 






7 






8 






9 


. 207 
.300 
.219 
.185 
,144 
.149 
.167 
.135 
.212 
.055 
.081 
.100 
. 163 
.258 
.164 
.061 
.111 
.093 
.171 
.080 
.199 
.104 
.109 
.071 
.056 
.058 
.071 
.072 
.050 
.085 
.042 
.069 
.146 

"'.'i43 

.058 
.276 

.064 
.113 
.070 
.069 
.062 
.068 
.156 
.036 
.059 
.045 
.063 
.062 
.069 
.053 
.494 
.085 
. 088 
.068 
. 1 37 
i .084 




.103 
.003 


.426 

.274 

.130 
.198 
.273 
.277 
1.109 
.286 
.181 
.183 
.005 
.337 
.169 
.186 






.003 
.005 

(a) 
.023 


.011 

.014 
.008 
.008 






10 










11 




.124 






19 






18 




. 614 

.002 

.005 


14 






.006 

.025 




15 


.083 

""."ooi 

.039 


.965 

1.986 
.942 
.511 
.864 






(«) 

.009 
.017 


16 


.152 

.074 
.017 
.047 
.072 
.065 



.070 
.056 
.072 
.012 
.029 

.112 
.148 

.031 

.061 

.002 
.012 
.071 

.059 

.041 
.090 
.050 
.063 

"."075 

.035 

.040 
.028 


.310 
.289 
.088 
. 313 
.048 
.110 

-;io5 

.097 
.183 
.104 
.263 
.451 
.186 
.211 
.130 
.382 
.377 
.113 
.204 
.694 
.163 
.163 
.235 
.364 
.039 
.559 
.041 
.049 
.447 
.304 
.117 
.317 
.199 
.191 
.119 
.068 
.304 
.334 
.076 
.163 
.239 
.039 
.227 
.283 
.052 
.009 
.030 
. 368 
.042 
.095 






17 






.034 
.041 
.009 
.011 
.073 
.042 




.001 


.007 
.001 


18 






19 








.017 
.005 
.004 

.004 
.015 
.015 
.021 

.017 


.033 


20 


.0741 .230 
.034 .585 
. 035 . 691 
. 194| . 952 
. 005l . 197 
.080 ! .817 
077 706 








21 










.001 


22 








23 








.062 


.005 


24 








?5 


.169 
.575 
.294 
.098 
.263 


SO. 006 






.061 

.001 
.002 
.051 
.037 


.024 




26 


.271 
(») 


.009 


27 


.037 
.036 
.160 
.015 
095 


.812 
.831 
.721 
.421 
.486 






•>8 


.048 
.004 


.001 
.012 


?9 








30 






(a) 


31 














32 


. 092j . 718 
. 019| . 467 
. 007i . 662 
. 024! . 139 

1 1.142 

j .176 

. 101 ! . 528 
. 001 - 741 


.159 










.062 




33 




.150 




.003 


.006 


34 






35 












.003 
.055 






36 








.051 


.106 
.001 
.029 
.015 
.048 
.031 
.007 
.017 
.036 
.034 






37 












38 


.284 
.420 
.180 
.129 








.009 


.024 
.041 


.006 

.006 


39 








40 


.128 
.017 

"."626 
.068 
.163 
.209 
.004 
.064 
.081 
.144 
.041 
.083 
.148 
.151 

.161 
.102 
.004 
.064 
.108 
.138 
.047 
.028 
.138 
.135 
.003 


.740 
1.131 
.859 
.298 
.541 
3. 028 
.948 
1.044 
.486 
.289 
.414 
.518 
.654 
.399 
.857 
.079 
.528 
.662 
.187 
.389 
.166 
.384 
.348 
.593 
.649 
.195 
.258 








41 








42 


.672 
.195 
.128 
.274 
.351 
.246 
.197 
.209 
.288 
.245 
.219 








.006 
.016 
.054 
.014 


.074 
.054 




43 




.077 


.001 


44 
45 


1.100 




.072 




46 






47 






.009 


(a) 
.035 






48 






.005 


.011 


.005 


49 








50 












.001 


51 














52 
















53 








.032 








54 


.323 










.121 




55 






.027 






56 


.483 
.153 






.039 
(a) 
.059 
.005 




.057 
.138 
.029 


.003 
.002 
.001 


57 






.025 


58 






59 


.121 

.176 
.358 
.859 
.322 
.247 








60 












61 








.001 


.005 


.003 
.027 

.070 
.099 


(a) 
.008 

.006 


62 








63 






.008 


.005 
.038 
.066 
.038 


.006 


64 






65 








66 














67 



& School statistics for eleven months. 



38 



STATISTICS RELATING TO PUBLIC SCHOOLS. 



Table H. — Amount expended by each of the municipal departments in the 100 



90 
91 

92 
93 

94 
95 
96 
97 
98 
99 
100 



Citv. 



Charleston, S. C 

Savannah, Ga. a 

Salt Lake City, Utah 
San Antonio, Tex . . . 

Duluth, Minn 

Erie, Pa 

Elizabeth, N. J 

Wilkes-Barre, Pa 

Kansas City, Kans . . 

Harrisburg, Pa 

Portland, Me. c 

Yonkers, N. Y 

Norfolk, Va 

Waterbury, Conn — 

Hoi yoke, Mass 

Fort Wayne, Ind 

Youngstown, Ohio . . 

Houston, Tex 

Covington, Ky 

Akron, Ohio 

Dallas, Tex 

Saginaw, Mich 

Lancaster, Pa 

Lincoln, Nebr 

Brockton, Mass 

Binghamton, N. Y._ 

Augusta, Ga 

Pawtucket, R. I 

Altoona, Pa 

Wheeling, W. Va 

Mobile, Ala 

Birmingham, Ala. a 
Little Rock, Ark 




a School statistics from Report Bureau Education 1902. 



kLess than one mill. 



STATISTICS RELATING TO PUBLIC SCHOOLS; 



39 



largest cities of the United States for every dollar expended for schools — Continued. 



fee 
a 
'3 

a> 


2 

'Z. 


•6 
a 

a 

X 

"5 £ 
<s> a 
*-* C» 
co' ,H 
u 

O 


> 

o 
B 



u 
» 

■8 

o 


o 

3 

u 

0) 


o 


J2 

o 


a 

OS 

.$? 
6 

o 

CD 


t> 

Eh 

OS 

■d 

03 

■S 

o 

o 

R 


a) 
bo 

2 
'£- 

.a 

-d 

c 
a 

a> 
'fi 
a> 
fa 


a) 
M 


.cu 
$5 
<p 

a 

o 


a a 

OS c3 

si 

CO p, 

•S Oj 0> 


O 


So 

s ° 

p> 

tf.5 

3 
■-3 "3 

o» 




11 


13 


13 


14 


15 


16 


17 


18 


19 


30 


31 


33 


33 


34 


35 




SO. 193 
.118 
.055 
.162 
.016 
.039 


SO. 019 
.008 
.094 
.045 
.031 


$0. 215 
.317 
.076 
.664 
.164 
.090 
.212 
.265 
.138 
.229 
.340 
.117 
.736 
.084 
.080 
.080 
.064 
.468 
.298 


80.305 
.325 
.038 
.129 

.056 

.003 

.027 
.151 

.088 
.087 
.064 
.008 
.145 


$2. 011 

1.222 

.636 












SO. 040 
.039 






SO. 712 
.540 
.332 
.670 
.508 
.324 
.434 
.279 
.792 
.313 

1.096 
.394 

3. 158 
.031 
.990 
.325 
.308 

1.057 
.826 
.320 
.533 
.301 
.238 
.301 
.580 
.492 

1.058 
.564 
.499 
.456 
.730 

1.079 
.262 


S6. 840 
4.805 
1.985 
2.868 
3.161 
2.212 
2.746 
1.581 
3.717 
1.843 
3.974 
3.005 

13. 351 
1.353 
3.017 
2.256 
1.862 
4.481 
4.072 
1.264 
4.032 
1.943 
1.803 
1.972 
3.510 
1.833 
4.588 
3.925 
2.101 
3. 641 
5. 067 
6.089 
1.603 


68 


SO. 219 
.141 






SO. 004 




SO. 042 
.034 




69 






70 












71 


1.170 
.279 

1.008 
.169 

1.219 
.365 
.589 
.782 

4.226 
.341 
.473 
.209 
. 227 

1.207 
.935 
.128 

1.172 
.397 
.277 
.745 
.652 
.12] 

1.065 

1.310 
.426 
.278 
.810 

2. 018 
.071 


.150 

.455 


SO. 145 






SO. 096 
.004 


.003 






7? 




.005 






73 












74 


















.014 

.002 




75 


.iis 

.021 
.136 
.081 
.607 
.054 
.042 
.094 
.139 


.035 
.019 

".'046 
.001 










.069 

( 6 ) 
.066 
.009 
.057 




7fi 


.183 








77 








.174 


SO. 001 
.011 


78 


.263 

1.080 

.097 

.141 

.177 






.003 


79 






.008 


.143 


80 








81 








.008 
.014 






.002 


8? 








.002 




83 






84 








.001 


.265 
.001 






85 


.093 
.031 
.114 
.061 
.064 
.027 
.049 
.067 
.018 
.106 
.055 
.102 
.107 


.033 
.031 

"".071 
.004 
.022 

.064 


.438 












86 








.011 






87 


.241 
.181 
.160 
.057 
.568 
.128 
.060 
.180 
.147 
.011 
.576 
.500 
.154 


.018 
.002 
.070 
.004 

.056 

.053 

.026 

.091 
.279 


.354 














88 


.178 
.290 
.204 
.115 
.186 
.341 
.444 
.237 
.541 
.501 






.003 


.040 




.033 




89 






90 








.009 




.023 

.020 




91 








92 








.007 
.021 

.001 
.006 




93 








.009 
.022 
.082 


.081 
.051 




94 








95 








96 


.846 


SO. 241 




.014 
.085 
.035 
.014 





97 


.026 


.019 


98 




".'ii3 


99 






100 



















c Data are for nine months only. 



40 STATISTICS RELATING TO PUBLIC SCHOOLS. 

The table following is for the school year 1902-3, and is compiled 
from the report of the United States Commissioner of Education for 
1903. The numbered columns and footnotes will be found in the 
report as follows: Column 1, pages 2158 and 2459; column 2, page 
1394; column 3, pages 2437-2443, inclusively; columns 4, 5, 6, 7, 8, 9, 
10, 11, 12, 13, 14, pages 1446-1467, inclusive. 

The cities considered are those given in the above-mentioned report 
on pages 2460 and 2461. 

The true value of real and personal property, based on assessment 
for taxation (given in column 2 of this table), is not the legal basis, but 
that allowed % custom, and is based on Table XIX, Bulletin No. 42 of 
the Department of Labor, issued September, 1902. (See page 1394, 
Report Bureau of Education for 1903, and above-mentioned Table 
XIX.) 

SUMMARY OF FACTS SHOWN IN TABLE I. 

(1) A maximum amount of school tax permitted by law. In some cases there is 
a definite apportionment for various purposes; in nearly all cases there is a recogni- 
tion of the principle of definite provision for school expenses. 

(2) The existence of school funds, and in some cases there are State apportion- 
ments in addition to State taxation. 

The raising of money by county and other taxes in addition to city and State. 
(See column 6.) 

The raising of money by other means. (See column 7.) 

The existence (in some cases) of a fund in addition to the above-mentioned sources, 
derived from bond issues, loans, etc. (See column 9 and footnote.) 

(3) An amount available for use during the year, in nearly every case largely in 
excess of money received from all current sources. 

(4) Amounts exjaended for current expenses, in nearly every case in excess of cur- 
rent receipts. (See columns 8 and 14. ) 

(5) Washington is ninth in each of the main items of expense. 

[Table I shows that Washington is thirty-fifth of these cities in the highest and in the 
lowest paid high school salaries.] 



42 



STATISTICS RELATING TO PUBLIC SCHOOLS. 
Table I. 



Cities. 



New York, N. Y 

Chicago, 111 

Philadelphia, Pa 

St. Louis, Mo 

Boston, Mass 

Baltimore, Md 

Cleveland, Ohio 

Buffalo, N. Y 

San Francisco. Cal . 
Cincinnati, Ohio . . . 

Detroit, Mich 

Milwaukee, Wis 

Washington, D. C .. 

Newark, N.J 

Minneapolis, Minn . 

Providence, P. I 

Indianapolis, Ind. . . 

Kansas Citv, Mo 

St, Paul, Minn 

Kochester, N. Y 

Denver, Colo 

Toledo, Ohio 

Allegheny, Pa 

Columbus, Ohio 1 ... 

Worcester, Mass 

Syracuse, N. Y 

New Haven, Conn . 

Paterson, N. J 

St. Joseph, Mo 

Omaha, Nebr 

Los Angeles, Cal . . . 

Lowell, Mass 

Albany, N. Y 

Cambridge, Mass . . . 

Portland, Oreg 

Atlanta, Ga 

Grand Rapids, Mich 

Dayton, Ohio 

Reading, Pa 

Camden, N. J 

Lawrence, Mass 

New Bedford, Mass. 
Somerville Mass 



Popula- 
tion, 1900. 



3, 437, 202 

1,698,575 

1, 293, 697 

575, 238 

560, 892 

508, 957 

381, 768 

352, 387 

342, 782 

325, 902 

285, 704 

285, 315 

278, 718 

246, 070 

202, 718 

175, 597 

169, 164 

163, 752 

163, 065 

162, 608 

133, 859 

131, 822 

129, 896 

125, 560 

118, 421 

108, 374 

108, 027 

105, 171 

102, 979 

102, 555 

102, 479 

94, 969 

94, 151 

91, 886 

90, 145 

89, 872 

87, 565 

85, 333 

78, 961 

78, 935 

62, 559 

62, 442 

61, 643 



True value of 
real and per- 
sonal property 
based on assess 
ment for 
taxation. 



$5, 175, 
1,872, 

1. 151, 
592, 

1. 152, 
614, 
392, 
242, 
688, 
357, 
353, 
275, 
254, 
158, 
170, 
192, 
193, 
199, 
143, 
145, 
134, 
106, 
108, 
131, 
114, 

87, 
99, 
68, 
50, 
90, 

146, 
71, 
69, 
96, 

144, 
79, 
59, 
69, 
43, 
28, 
50, 
64, 
53, 



590, 127 
902, 200 
283, 170 
193, 556 
505, 834 

612. 859 
907,290 
349, 138 
499, 988 
751, 033 
212, 142 
374, 811 
408. 333 
585, 635 
354, 175 

801. 860 
777, 425 
442, 100 
928, 880 
561, 215 
364, 115 
767, 350 
004,305 
028, 800 
278, 135 
104, 103 
502, 618 
098, 589 
693, 480 
935, 465 
755, 860 
674, 588 
469, 238 
216, 875 
535, 123 
085, 266 
956, 729 
791,230 
942, 981 
654, 210 
818,446 
511,991 
924, 200 



:: 



Maximum 
amount of 
school tax 
permitted 
by law, 
given in 
mills. 



(a) 



( & ) 

P6.00 
2 3.40 

4.00fl 

9.80 





5.00 


r 3. 75 


( c ) 
4.00 



5.60 

•s 6. 00 

2.50 

(D) 
1.10 
7.7 
3.0 
7.0 

(B) 

(B) 
3.0 

(A) 
10.00 
3.5 
2.0 

(E) 

(A) 



11.25 

(F) 

(B) 
9.0 
4.0 



(E) 
(G) 



Receipts from all sources. 



From State 
apportion- 
ment of 
taxes. 



1342, 046 



193, 099 



281, 938 
165, 040 
147, 865 
777, 106 
177, 827 
224, 073 
229, S90 
i 812, 798 
420, 563 
120,314 
31, 391 
162, 403 
105, 475 
5,408 
77, 288 



56, 426 
97,650 
52, 707 



From city 
appropria- 
tions or 
taxes. 



$7, 196, 556 



1, 612, 237 



d 1,423, 122 

1, 922, 463 

1, 358, 366 

405, 338 

/ 741, 046 

998, 873 

355, 000 

812, 797 

557, 500 

f 770, 498 

646, 283 

640, 173 



From 

county 

and other 

taxes 



$319, 624 



59, 305 



132, 507 
43, 290 

41.612 
252, 181 



578, 680 
645, 775 
707, 031 

(433, 215) 
516,208 |... 
431,733 ... 
'■590,920 ... 
382,197 ... 
438, 249 
185, 000 



31,465 

12, 782 
753, 711 



1 363, 211 



37, 276 



33, 901 
25, 551 
72, 176 
39. 914 
70, 045 
86, 706 



234, 423 
108, 946 
342, 922 
274, 464 
430, 604 
122, 574 
158, 735 
238, 740 
360, 475 
192, 639 
195, 494 
239, 839 
237, 500 
356, 327 



201, 454 



178, 753 



195, 439 



Statistics 1901-2. 

A. No limit. 

B. No definite limit. 

C. No limit by law. 

D. Twenty-five dollars per registered pupil. 

E. Not fixed. Reasonable expenditures. 

F. No specific tax. 

G. No law. (In 1901; 1903, 1905). 

a Includes balances brought forward, receipts from loans, etc. 
b Appropriated by council. 

c Includes merchants and manufacturers' tax and State school fund. 

d Includes 1361,384 appropriated for sites and buildings which are not under the control of the 
school board. 
e Includes regents apportionment. 
/ Levied by school board. 
Includes primary school fund. 
h Receipts from loans and bond sales not handled by school board. 



STATISTICS RELATING TO PUBLIC SCHOOLS. 43 

Table I. 



Receipts from all sources. 



s 



From all 
other 

sources. 



$603, 175 



141,185 



4,801 
112, 763 

1,589 
65. 661 
31 , 314 
16, 566 
11,442 



5, 366 
15, OSS 
10, 857 
48,533 
27, 592 



8, 656 
26,813 
10. 142 
11,146 
6,178 
3, 898 
2, 836 



17,508 
4,343 

266, 333 
3, 511 



51,019 
12, 012 



85, 786 

3,453 

754 

2, 869 



7, 205 



820,421,389 

8,141,777 
& 4, 950, 232 

2, 266, 145 
4,313,858 

1, 709, 861 
2, 200, 266 
1,507,S20 
1.248,135 
950, 187 
1, 239, 512 
821 , 944 
1,625,595 
983,429 
905, 897 
719,996 
863, 891 
886, 778 
584, 088 
731, 719 
1,097,055 
499, 783 
625,004 
490, 618 
594, 818 
444, 338 
438, 249 
335,015 
249. 087 
542, 369 
543. 391 
342, 922 
311, 741 
481,623 
363, 926 
184,286 
396, 702 
403, 842 
263, 348 
285, 069 
239, 839 
244, 705 
356, 327 



9« 



10 



t™^,,„t Permanent 
•i^i- 'investments 
& Z during' Una lasting 
U t heye r a? S ^^^- 



$42, 271, 

12, 095, 

5, 608, 

<-2,535, 

4,313, 

1, 709, 

4, 039, 

el, 992, 

1, 392, 

1 , 058, 

g 1,341, 

h 1,162, 

1, 625, 

1,111, 

1,132, 

853, 

A' 1,202, 

1, 389, 

584. 

1, 109, 

1,241, 

571, 

981, 

814, 

599, 

761, 

468, 

339, 

361, 

n S35, 

743, 

342, 

505, 

599, 

384, 

1S4, 

511, 

744, 

385, 

295, 

239, 



356, 327 



$6, 037, 425 

2,039,952 

776, 727 

687, 382 

1,311,859 

cc 405, 860 

631, 499 

445, 929 

119, 924 

53, 621 

148, 322 

(del) 

357, 808 

20, 618 

91, 186 

40, 113 

92, 776 

81,748 

21,234 

277, 470 

280, 018 

67, 340 

158, 814 

103, 160 

4,128 

76, 634 

23, 846 

6,198 

56, 017 

22, 259 

6,333 



1, 475 
35, 662 
41,320 

2, 625 
35, 498 
92, 337 
18, 448 
10,386 
46, 430 
60, 001 
58, 501 



Expenditures for all purposes. 
13 



12 



Teaching iCurrentand 
and incidental 

supervision, expenses. 



$14, 549, 973 
5, 036, 775 
2,601,999 
1,192,292 
2, 426, 851 
1,032,216 
1,200,036 
884, 238 
1, 010, 379 
803, 774 
738, 970 
681, 265 
954,888 
695, 768 
650, 449 
490, 468 
490, 078 
457, 817 
307, 611 
409, 338 
581,424 
311,965 
295, 152 
342,374 
416, 494 
322, 489 
295, 909 
231, 184 
145, 734 
299, 994 
463, 640 
218, 870 
224, 530 
341,837 
238, 449 
9-9163,890 
264, 116 
267, 528 
150, 644 
177,036 
150, 487 
155, 207 
228, 081 



$5, 214, 129 

1, 520, 406 

2,156,411 

390, 163 

478, 091 

262, 989 

577, 738 

341, 615 

252, 654 

159, 078 

250, 496 

129, 030 

298, 619 

250, 611 

195, 285 

252, 607 

206, 566 

'287,641 

95, 206 

116,814 

305, 592 

108, 598 

172, 346 

122, 153 

149, 638 

103, 653 

111, 151 

75, 480 

80, 557 

153, 070 

116, 988 

104, 010 

82, 422 

107, 810 

67, 531 

17, 771 

119, 378 

96. 613 

55, 120 

95, 551 

42, 922 

68, 142 

62, 869 



Evening 

schools. 



$431, 029 

(&&) 

51, 082 

14, 070 

97, 027 

8,996 

7,931 

11,141 

(66) 

6, 759 

5,509 



6,494 
40, 289 



34, 570 
1,350 



11,908 



359 
eel, 556 



27, 561 
1,335 
5, 897 
7,879 
373 
2, 022 
1,243 

19, 853 
2,937 
8,608 

"(&&)"" 
340 

*874' 
3,403 
(bb) 
7,503 
6, 876 



U 



Total. 



=26, 232 

8,597 

5, 586 

2,283 

4, 313 

1,709 

2,417 

1,682 

1,382 

1,023 

1, 143 

810 

1,617 

1,007 

936 

817 

796 

827 

424 

815, 

1,167 

488 

627 

567 

597 

504 

436 

320 

282 

477 

588 

342 

311 

//494 

347 

184 

419 

456 

225 

286 

239 

290 

356 



556 
133 
219 

907 
858 
861 
304 
923 
957 
232 
297 
295 
809 
286 
920 
75S 
700 
206 
051 
530 
034 
262 
86S 
687 
821 
111 
803 
741 
681 
345 
204 
733 
364 
934 
300 
286 
332 
478 
086 
376 
839 
853 
327 



i From federal treasurer. 
A- Includes common school fund. 
I General fund. 

m Includes contingent tax levy and State fund. 
« Includes license fees. 
"Special taxation. 
p Local tax. 

1 Four-tenth* for buildings: 0.25 for repairs. 

r Twenty-five hundredths for repairs. [School Board Report for 1904 gives: Local, 3.5: State, 0.' 
county, 0.7; total, 4.9.] 
a Six without people's consent; 10 with consent. 
66 Included in other items of expenditures. 
ec Includes $361,384 expended for sites and buildings. (See d. ) 
fteNot handled by school board; city council erects buildings. 

>•'■ Salaries only. \ 

// Includes $1 ,017 for vacation schools. 
gg Includes salaries of clerks and janitors. 



o 



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LIBRARY OF CONGRESS 



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